Programa de la asignatura y lineamiento general

Programa-literatura-infantil-y-juvenil-2017

  • Asistencia: 75% mínimo y se toma asistencia 15 minutos después del comienzo de la clase. Asistencia se considera solo si alumno está presente ambos períodos.
  • Uso de celular, tablet o computador solo para propósitos educacionales.
  • Lectura de textos solo en idioma en Inglés. No se deben leer traducciones o resúmenes (salvo para contrastar texto original).
  • Las películas no reemplazan los libros.
  • Se solicita no comer en clases.

Gracias por cumplir estas indicaciones.

Julio Uribe (julio.uribe@upla.cl)

 

 

What is Children’s Literature?

Today we will start analyzing the concept of “Children’s Literature”. In order to do that, we will read the information in the following presentation: What is Children’s Literature

After that, we will read two short stories by Oscar Wilde: “The selfish giant” and “The nightingale and the rose”. But first, Who was Oscar Wilde? Let’s watch a short biography:

Animated story “The selfish giant”

Animated story of “The nightingale and the rose”

Answer the following questions on this padlet:

Utopia & Dystopia

The Cambrige Companion to Utopian Literature edited by Gregory Claeys

Summary of “The concept of Utopia”, Fatima Vieira p. 3-27

ORIGIN: “The problem is that the first meaning of utopia is by no means obvious. More used the word both to name the unknown island described by the Portuguese sailor Raphael Hythloday, and as a title for his book. This situation resulted in the emergence of two different meanings of utopia, which became clearer as the process of deneologization occurred. In fact, though the word utopia came into being to allude to imaginary paradisiacal places, it has also been used to refer to a particular kind of narrative, which became known as utopian literature. This was a new literary form, and its novelty certainly justified the need for a neologism”. (p4)

CHARACTERISTICS: “Historically, the concept of utopia has been defined with regard to one of four characteristics:   (1) the content of the imagined society (i.e., the identification of that society with the idea of ‘good place’, a notion that should be discarded since it is based on a subjective conception of what is or is not desirable, and envisages utopia as being essentially in opposition to the prevailing ideology); (2) the literary form into which the utopian imagination has been crystallized (which is a very limiting way of defining utopia, since it excludes a considerable number of texts that are clearly utopian in perspective but that do not rigorously comply with the narrative model established by More); (3) the function of utopia (i.e., the impact that it causes on its reader, urging him to take action (a definition that should be rejected as it takes into account political utopia only); (4) the desire for a better life, caused by a feeling of discontentment towards the society one lives in (utopia is then seen as a matter of attitude)” (p6)

“Utopia is then to be seen as a matter of attitude, as a kind of reaction to an undesirable present and an aspiration to overcome all difficulties by the imagination of possible alternatives”.

THE UTOPIST: “The fact that the utopian traveller departs from a real place, visits an imagined place and goes back home, situates utopia at the boundary between reality and fiction. This fiction is in fact important, not as an end in itself, but as a privileged means to convey a potentially subversive message, but in such a way that the utopist cannot be criticized. In this sense, utopia, as a literary genre, is part of clandestine literature. Anchored in a real society, the utopist puts forward plausible alternatives, basing them on meticulous analysis and evaluation of different cultures. But although literary utopias are serious in their intent, they may well incorporate amusing and entertaining moments, provided they do not smother the didactic discourse. Utopia is, in fact, a game, and implies the celebration of a kind of pact between the utopist and the reader: the utopist addresses the reader to tell him about a society that does not exist, and the reader acts as if he believes the author, even if he is aware of the non-existence of such a society. Still, the reader’s notion of reality cannot be pushed too far as otherwise he will refuse to act as if he believed the author. In fact, the fiction cannot defy logic, and the passage from the real to the fictional world has to be gradual. This passage can be softened by the introduction, into the imagined world, of objects and structures that already exist in the real world, but which now have a different or even opposite function”. (p8)

  • Utopia (1516) by Thomas More.
  • Robinson Crusoe (1719) by Daniel Defoe
  • Gulliver’s Travels (1726) by Jonathan Swift

POLITICS: “It cannot be forgotten that it was Marx and Engels who considered their plans utopian (in a negative sense), as they disregarded the forces of history and were rooted in the belief that strategies conceived by men of genius would be enough to change the world; for the modern socialists, who claimed for themselves a scientific view of history, the idea that history might obey reason did indeed seem absurd. But if possible the so-called utopian socialists would have refuted that label, as they conceived plans to be effectively put into practice”. (p12)

“Although they claimed their theories to be scientific, the truth is that both Marx and Engels’s thought was clearly utopian, in that it pointed to the future and offered promising images of freedom, stability and happiness. Based on the idea that as the capitalist modes of production caused the feudal world to disintegrate, so would industrial competition cause the destruction of the capitalist system, Marx and Engels believed that the improvement of machinery – an imperative dictated by the laws of competition – would lead to cyclical situations of a surplus of production, and eventually to the collapse of capitalist society. History itself would cause the destruction of capitalism (theory of historical materialism) but men would necessarily have to help in order to speed up this process (theory of dialectical materialism)”. (p13)

“English literary utopias, influenced by Marxism, regarded the future as a promise of history, and were based on a logic which opposed that of Mercier: the birth of the new man would only take place after the economic situation of society had changed. It was then urgent for man to take action, and to hasten the transformation. In this sense, socialist-communist utopias were particularly revolutionary; but they were also dynamic: utopia was no longer seen as a rigid, finished model, but as a guiding principle that could even be transcended. In fact, it has often been forgotten that communism was presented by Marx as the active principle for a short-term future that could be transcended by a later evolution towards a positive humanism”. (p16)

DYSTOPIA: “Literary dystopia utilizes the narrative devices of literary utopia, incorporating into its logic the principles of euchronia (i.e., imagining what the same place – the place where the utopist lives – will be like in another time – the future), but predicts that things will turn out badly; it is thus essentially pessimistic in its presentation of projective images”. (p17)

AIM OF DYSTOPIAS: “But although the images of the future put forward in dystopias may lead the reader to despair, the main aim of this sub-genre is didactic and moralistic: images of the future are put forward as real possibilities because the utopist wants to frighten the reader and to make him realize that things may go either right or wrong, depending on the moral, social and civic responsibility of the citizens. A descendant of satirical utopia and of anti-utopia, dystopia rejects the idea that man can reach perfection. But although the writers of dystopias present very negative images of the future, they expect a very positive reaction on the part of their readers: on the one hand, the readers are led to realize that all human beings have (and will always have) f l aws, and so social improvement – rather than individual improvement – is the only way to ensure social and political happiness; on the other hand, the readers are to understand that the depicted future is not a reality but only a possibility that they have to learn to avoid. If dystopias provoke despair on the part of the readers, it is because their writers want their readers to take them as a serious menace; they differ, though, in intent, from apocalyptic writings that confront man with the horror of the end of society and humanity. Dystopias that leave no room for hope do in fact fail in their mission”. (p17)

DISAPPOINTMENT: “The awareness of the existing flaws in imagined societies had a positive intent, though: they aimed at making the readers keep looking for alternatives. Because of this, they came to be called critical utopias. But apart from these years, the twentieth century was predominantly characterized by man’s disappointment – and even incredulity – at the perception of his own nature, mostly when his terrifying deeds throughout the two World Wars were considered. In this context, utopian ideals seemed absurd; and the floor was inevitably left to dystopian discourse. In the second half of the twentieth century, in particular, dystopias became the predominant genre in the United States. Two ideas, which are intimately connected, have fed dystopian discourse: on the one hand, the idea of totalitarianism; on the other hand, the idea of scientific and technological progress which, instead of impelling humanity to prosper, has sometimes been instrumental in the establishment of dictatorships. The first images of a future where the results of scientific and technological progress were misused are to be found in the canonical dystopias of the Russian writer Yevgeny Zamyatin ( We,  1921), Aldous Huxley ( Brave New World ,  1932 ), and George Orwell ( Nineteen EightyFour ,  1949 ), and have, in fact, inspired generations of authors.  Mainly from the 1970s until the present, dystopias, nourished by projective images of scientific and technological advancement”. (p18)

EXTINCTION OF UTOPIA?: “The world is experiencing a grave crisis; the nature of our predicament is economic, environmental, social and political, but it is certainly also philosophical. Throughout history, utopia has been subject to similar pressures – will it not have a role to play this time? Looking around, it seems that utopia has been replaced by images of a very unsatisfactory present, or, in the case of utopian literature, by images of a dystopian future. Has man lost his capacity to think of alternatives? Is utopia, in fact, finally on the verge of death?” (p20)

UTOPIA NOWADAYS: “At the end of the nineteenth century and in the first half of the twentieth century, utopia was too easily identified with socialist-communist projects, as well as with the idea of totalitarianism. The two World Wars, Hitler’s utopian aspiration to ‘purify the human race’ and the collapse of the communist regimes all over the world led people to retreat from dreaming and forced them to adopt a very realistic perspective. Stigmatized by the ideas of impossibility and totalitarianism, utopian thought underwent an expressive change, and redefined its scope of action”. (p22)

Utopia & Dystopia presentation

1984 by George Orwell

Book here

Noam Chomsky – “10 strategies of manipulation” by the media

http://noam-chomsky.tumblr.com/post/13867896307/noam-chomsky-10-strategies-of-manipulation-by-the

Renowned critic and always MIT linguist Noam Chomsky, one of the classic voices of  intellectual dissent in the last decade, has compiled a list of the ten most common and effective strategies resorted to by the agendas “hidden” to establish a manipulation of the population through the media.Historically the media have proven highly efficient to mold public opinion. Thanks to the media paraphernalia and propaganda, have been created or destroyed social movements, justified wars, tempered financial crisis, spurred on some other ideological currents, and even given the phenomenon of media as producers of reality within the collective psyche. But how to detect the most common strategies for understanding these psychosocial tools which, surely, we participate? Fortunately Chomsky has been given the task of synthesizing and expose these practices, some more obvious and more sophisticated, but apparently all equally effective and, from a certain point of view, demeaning. Encourage stupidity, promote a sense of guilt, promote distraction, or construct artificial problems and then magically, solve them, are just some of these tactics.

The strategy of distraction

The primary element of social control is the strategy of distraction which is to divert public attention from important issues and changes determined by the political and economic elites, by the technique of flood or flooding continuous distractions and insignificant information. distraction strategy is also essential to prevent the public interest in the essential knowledge in the area of the science, economics, psychology, neurobiology and cybernetics. “Maintaining public attention diverted away from the real social problems, captivated by matters of no real importance. Keep the public busy, busy, busy, no time to think, back to farm and other animals (quote from text Silent Weapons for Quiet War ).”

Create problems, then offer solutions

This method is also called “problem -reaction- solution. “It creates a problem, a “situation” referred to cause some reaction in the audience, so this is the principal of the steps that you want to accept. For example: let it unfold and intensify urban violence, or arrange for bloody attacks in order that the public is the applicant‟s security laws and policies to the detriment of freedom. Or: create an economic crisis to accept as a necessary evil retreat of social rights and the dismantling of public services.

The gradual strategy

acceptance to an unacceptable degree, just apply it gradually, dropper, for consecutive years. That is how they radically new socioeconomic conditions ( neoliberalism ) were imposed during the 1980s and 1990s: the minimal state, privatization, precariousness, flexibility, massive unemployment, wages, and do not guarantee a decent income, so many changes that have brought about a revolution if they had been applied once.

The strategy of deferring

Another way to accept an unpopular decision is to present it as “painful and necessary”, gaining public acceptance, at the time for future application. It is easier to accept that a future sacrifice of immediate slaughter. First, because the effort is not used immediately. Then, because the public, masses, is always the tendency to expect naively that “everything will be better tomorrow” and that the sacrifice required may be avoided. This gives the public more time to get used to the idea of change and accept it with resignation when the time comes.

Go to the public as a little child

Most of the advertising to the general public uses speech, argument, people and particularly children‟s intonation, often close to the weakness, as if the viewer were a little child or a mentally deficient. The harder one tries to deceive the viewer look, the more it tends to adopt a tone infantilising. Why? “If one goes to a person as if she had the age of 12 years or less, then, because of suggestion, she tends with a certain probability that a response or reaction also devoid of a critical sense as a person 12 years or younger (see Silent Weapons for Quiet War ).”

Use the emotional side more than the reflection

Making use of the emotional aspect is a classic technique for causing a short circuit on rational analysis , and finally to the critical sense of the individual. Furthermore, the use of emotional register to open the door to the unconscious for implantation or grafting ideas , desires, fears and anxieties , compulsions, or induce behaviors …

Keep the public in ignorance and mediocrity

Making the public incapable of understanding the technologies and methods used to control and enslavement. “The quality of education given to the lower social classes must be the poor and mediocre as possible so that the gap of ignorance it plans among the lower classes and upper classes is and remains impossible to attain for the lower classes (See „ Silent Weapons for Quiet War ).”

To encourage the public to be complacent with mediocrity

Promote the public to believe that the fact is fashionable to be stupid, vulgar and uneducated…

Self-blame Strengthen

To let individual blame for their misfortune, because of the failure of their intelligence, their abilities, or their efforts. So, instead of rebelling against the economic system, the individual auto-devaluate and guilt, which creates a depression, one of whose effects is to inhibit its action. And, without action, there is no revolution!

Getting to know the individuals better than they know themselves

Over the past 50 years, advances of accelerated science has generated a growing gap between public knowledge and those owned and operated by dominant elites. Thanks to biology, neurobiology and applied psychology, the “system” has enjoyed a sophisticated understanding of human beings, both physically and psychologically. The system has gotten better acquainted with the common man more than he knows himself. This means that, in most cases, the system exerts greater control and great power over individuals, greater than that of individuals about themselves.

Presentations’ themes

Dear students,

These are the themes of your presentations:

The Kite Runner:

  • “Loyalty and betrayal” – Constanza Labbé
  • “Pashtuns vs Hazaras” – Javiera Alfaro
  • “Fatherhood” –
  • “The Immigrant experience” Lucas Pozo
  • “Literature and writing in Amir’s life” – Paolo Zamorano

The Catcher in the Rye:

  • “Phoniness” – Pablo Castro
  • “The concept of family in Holden’s life” – Matías Ferrari
  • “The role of education in Holden’s life” – Jordan Urra
  • “Alienation” – Bruno Triviño
  • “Relationships, intimacy and sexuality” – Nicol Díaz
  • “Sadness & isolation” – Andrés Álvarez

To Kill a Mockingbird:

  • “Childhood & Innocence” – Franco Quintana
  • “Racism” – Hernán Egaña
  • “America in the 1930’s” – Evelyn Tribaldo
  • “Mockingbirds” – Catalina González
  • “Small-town life” – Angie Astorga
  • “Fatherhood” – Josuá Rojas
  • “Gender roles” – Jazmín Jorquera

Rubric and instructions here

Literary Circles

What are literary circles?

For further information check the following link:

http://www.educationworld.com/a_curr/curr259.shtml

Roles we are going to work with:

Discussion director: Your role is to think of questions for the group members to discuss. It is important to ask questions that promote thinking. Avoid from asking questions that require the responder to say yes or no. You need a minimum of 5 questions.

Summarizer: Your role is to summarize which is a bit like re-telling. Remember, summarising means that you write about the main happenings or events in the reading selection, but you must put them into your own words. Supporting details and or evidence from the reading selection along with your interpretations are important to include in your summary.

Word Finder: Your role is to enrich vocabulary by finding new words in the story and write about what they mean based on the context of the story. You should have at least 8 words. The words should be new, unfamiliar words used in an interesting way in the reading passage. Descriptive words are always a good choice. You will also teach these words to your group. Include the page the word occurs on and the reason you picked the word.

Character Analyzer: Your role is to write about the characters. Tell what they’re like and how you know that they’re like that. Compare them with other people you know.

Connector: Your role is to make the connections to what happens in the story to real life (people, places or events). Determine if the events could happen and make connections to you or somebody you know. You will need to write about why or why not certain happenings/events could or could not happen and give supporting evidence. You can also compare events in the story to other stories you’ve read that are similar. Connectors make comparisons in real life, with other books or with previous selections.

Predictor: Your role is to predict what will happen next. You can predict what a character will do, what event will happen or what will take place next. When you are making predictions, you will need to predict based on something from the text and your own feelings about why you think it will happen next. Remember, it’s okay to make predictions that don’t actually happen in the story.

Optional role: Illustrator.

For worksheets, click here

ACTIVITY

Once your novel has been selected, you will seat in groups of discussion (literary circles) where each one of you will be assigned a role. You must agree on how many chapters will be read at home before next class.