| Popis: |
This chapter argues that the polysemy of poetic language opens up rich possibilities for the self and the world. By resisting the aphoristic use of poetic fragments to serve easy moral lessons or neatly packaged vocational itineraries that limit students’ scope of vision, we can introduce students to the creative capacity of language. We can help them navigate ambiguity and identify the significance of a multiplicity of meanings, both for the literary texts that they encounter and for the texts of their own lives. The chapter considers Emily Dickinson’s “I dwell in Possibility,” Mary Oliver’s “The Summer Day,” Reginald Dwayne Betts’s “Temptation of the Rope” and Lucille Clifton’s “won’t you celebrate with me” to model such close reading. By teaching poetry in all its varied, lyrical forms, we can facilitate literary encounters that help students see potentiality in their multiple vocations, value in complexity, and beauty in their lived experiences. |
