(This is excerpted from my school's work on the English curriculum, conducted in 2009-2010.)
As we study literature, it may be helpful to examine our goals from three perspectives. First, we may look at a work of literature as if it were a picture – we look at the literature. This would involve a study of the technical details of the work, such as genre, plot, and character development. We view the literature as an object of study. We would also include here matters of interpretation, focusing on “authorial intent” – “What was the author saying here?”
Second, we may study literature as if it were a window – we look through the work at the world. This focuses on the worldview aspects of literature. “What perspective does this work give us on the world? Is it in line with a Biblical worldview? How does it differ from a Biblical worldview?” Additionally, we would focus here on what we can learn about our world from the literature. Even non-Christians, since they are created in the image of God, will inevitably present some aspects of truth. We can gain more insight into the world God has created through the study of literature as a window.
Third, literature may be examined as if it were a mirror – we examine ourselves in the literature. “What insight do I gain into myself through this work? What does it teach about me, and about my response to God and to His world? How can I be made more Christlike through this work of literature?” The point here is that literature, as all of our studies, should ultimately be for our greater sanctification and closer walk with the Lord. There will be more of a “reader response” focus here – “What is this work saying to me?”
These three perspectives are not contradictory, but are rather three complementary ways of studying literature. In fact, they each imply the other: a complete study of “authorial intent” (picture) will involve his worldview (window) and will result in a consideration of how it impacts our life (mirror). The same thinking can be done for the other perspectives – each one implies the other two. But consciously examining these three perspectives will help us avoid one-sidedness – for example, thinking that we have done justice to a study of literature when all we have done is consider the genre, plot, and characters.
We also must not think that it is necessary to look at every work from all three perspectives; that would become tedious in the extreme. Rather, as we consider the overall goals for our study of literature, over our entire curriculum, we want to be sure that all three of these perspectives have been taught properly, with the result that students who graduate from CCHS will know these three perspectives, and will be able to use them in their own literary studies.
We also recognize that there is a progression involved in these three perspectives. In the elementary grades, when literature is studied, it is almost entirely focused on the “picture” perspective, because the stress is on the aspect of reading comprehension. Occasionally the teacher may bring in aspects of the “mirror” perspective by asking students questions like, “Is there a time in your life when you have felt like Billy?” But this is not the primary emphasis. In middle school, there is still going to be a primary emphasis on the “picture” perspective. Again, however, the other two perspectives may be touched on briefly. (“What is this book saying about why people do bad things?”) It is in high school that the “mirror” and “window” perspectives are more directly addressed. While the “picture” emphasis is never ignored, in that students must know the basic elements of plot, character, etc. in a work of literature, the instruction does not stop with those things. Students are taught to apply a Christian worldview to the literature and to see how the work applies to their own lives.
As we study literature, it may be helpful to examine our goals from three perspectives. First, we may look at a work of literature as if it were a picture – we look at the literature. This would involve a study of the technical details of the work, such as genre, plot, and character development. We view the literature as an object of study. We would also include here matters of interpretation, focusing on “authorial intent” – “What was the author saying here?”
Second, we may study literature as if it were a window – we look through the work at the world. This focuses on the worldview aspects of literature. “What perspective does this work give us on the world? Is it in line with a Biblical worldview? How does it differ from a Biblical worldview?” Additionally, we would focus here on what we can learn about our world from the literature. Even non-Christians, since they are created in the image of God, will inevitably present some aspects of truth. We can gain more insight into the world God has created through the study of literature as a window.
Third, literature may be examined as if it were a mirror – we examine ourselves in the literature. “What insight do I gain into myself through this work? What does it teach about me, and about my response to God and to His world? How can I be made more Christlike through this work of literature?” The point here is that literature, as all of our studies, should ultimately be for our greater sanctification and closer walk with the Lord. There will be more of a “reader response” focus here – “What is this work saying to me?”
These three perspectives are not contradictory, but are rather three complementary ways of studying literature. In fact, they each imply the other: a complete study of “authorial intent” (picture) will involve his worldview (window) and will result in a consideration of how it impacts our life (mirror). The same thinking can be done for the other perspectives – each one implies the other two. But consciously examining these three perspectives will help us avoid one-sidedness – for example, thinking that we have done justice to a study of literature when all we have done is consider the genre, plot, and characters.
We also must not think that it is necessary to look at every work from all three perspectives; that would become tedious in the extreme. Rather, as we consider the overall goals for our study of literature, over our entire curriculum, we want to be sure that all three of these perspectives have been taught properly, with the result that students who graduate from CCHS will know these three perspectives, and will be able to use them in their own literary studies.
We also recognize that there is a progression involved in these three perspectives. In the elementary grades, when literature is studied, it is almost entirely focused on the “picture” perspective, because the stress is on the aspect of reading comprehension. Occasionally the teacher may bring in aspects of the “mirror” perspective by asking students questions like, “Is there a time in your life when you have felt like Billy?” But this is not the primary emphasis. In middle school, there is still going to be a primary emphasis on the “picture” perspective. Again, however, the other two perspectives may be touched on briefly. (“What is this book saying about why people do bad things?”) It is in high school that the “mirror” and “window” perspectives are more directly addressed. While the “picture” emphasis is never ignored, in that students must know the basic elements of plot, character, etc. in a work of literature, the instruction does not stop with those things. Students are taught to apply a Christian worldview to the literature and to see how the work applies to their own lives.