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Literacy is highly valued by every member of a modern
society yet remains an elusive goal in most education
systems. Despite the large body of scientific
research directed towards solving the problem of
illiteracy in many nations it is the claim of this
book that unless the nature of learning to read and
write is itself studied philosophically and
historically no proper solution will be found.
This book leans on the work of three prominent
twentieth century philosophers - Heidegger,
Wittgenstein and Foucault - to reflect upon the
deeper issues involved. Their amalgamated insights
are used to discuss the phenomenon of illiteracy as
it is portrayed in a recent novel by Bernard Schlink,
The Reader. In this study of post-war Germany, the
way literacy is deeply entwined into our social
structures becomes clear, but more crucially we learn
this about illiteracy the highly destructive,
exaggerated, and excessive reaction to its occurrence
has no ready explanation. The discussion should be
of interest to literacy professionals and education
researchers seeking a wider context in which to
understand the phenomena of learning to read and write.
society yet remains an elusive goal in most education
systems. Despite the large body of scientific
research directed towards solving the problem of
illiteracy in many nations it is the claim of this
book that unless the nature of learning to read and
write is itself studied philosophically and
historically no proper solution will be found.
This book leans on the work of three prominent
twentieth century philosophers - Heidegger,
Wittgenstein and Foucault - to reflect upon the
deeper issues involved. Their amalgamated insights
are used to discuss the phenomenon of illiteracy as
it is portrayed in a recent novel by Bernard Schlink,
The Reader. In this study of post-war Germany, the
way literacy is deeply entwined into our social
structures becomes clear, but more crucially we learn
this about illiteracy the highly destructive,
exaggerated, and excessive reaction to its occurrence
has no ready explanation. The discussion should be
of interest to literacy professionals and education
researchers seeking a wider context in which to
understand the phenomena of learning to read and write.