Exaggerated Ambitions: The Case for Studying Literature
Stefan Collini, 1 December 2022
Teachers want to engage the interests of students, while, for larger political reasons, people want to encounter individuals who are in some major dimension ‘like’ themselves – whether as political representatives, or teachers, or, more ambiguously, as authors. Yet one of the most important functions of an education in a humanities subject is to introduce students to worlds that are different from the one they think they know, and chronological and cultural distance are among the most important forms of such difference. In some cases this argument may involve retaining traditional and now unfashionable texts; in others it may justify ‘rebalancing’ a selection by including historically neglected authors or genres. Either way, the search for ‘identification’ – with a character, a story or a writer – may be an incitement to youthful reading, but a too-easy endorsement of this quest soon impoverishes a syllabus.