- About the Initiative
- Curricular Resources
- On Common Ground
- League of Institutes
- Video Programs
Have a suggestion to improve this page?
To leave a general comment about our Web site, please click here
Interpreting the Literal for the Revelational provides theories for interpreting literature, as well as aspects of cognitive science and how we think via analogy and metaphor. I also include my own composite theory about similes, chiefly that since similes are syntactically analogy and metaphor, having essences of both is and like in their nature, they are natural interpreters, the go-betweens and spirit, of concrete likenesses and abstract differences. The mind of this curriculum is works by literary critics (Frye, Perrine, Brower and Wimsatt), and linguists and cognitive scientists (Lakoff, Pinker, and Hofstadter and Sanders). The heart is literature about children who face loss and the struggle for identity (i.e., Grisha, The Flowers, A Child Called "It" and The Catcher in the Rye), following criteria for interpretation set forth by literary critics, and fourfold reading where the first reading is the literal story, the second is metaphorical with the understanding that it is something else, the third is with the question "how does this apply to me," and the fourth is for personal revelations the texts may provide. Collaborative interpretations are for students to problem solve as parents for the children in the literature and, ultimately, for their own future generations.
Number 16 of the periodical On Common Ground
Fourteenth Annual Conference
Public School Teachers Complete Program at Yale
Search Curricular Resources written by teachers in National Seminars and Local Teachers Institute seminars.
View the Photo Gallery of Participants at Yale.
Explore the archive of News and Feature Stories.