Slender and precise… An immersive study.
Drawing on current curriculum, the work and research of renowned scholars, and especially his own teaching experience, Gutteridge examines the nature of student classification based on their understanding of literature, and its devastating impacts on learning progress throughout the years. Chronicling the negative consequences of assigning such categories to students (instead of designing separate programs for each group—forms of writing and expression more suited to their learning style and stage of development—the “general category” is often offered watered down academic courses), Gutteridge shares a number of experimental programs that have attempted to offer a few adjustments over the years (Fidler, (Fidler, 1969; Dixon, 1979; Medway, 1980; Holt, 1964). He hopes that the student classification based on the study of literature will go away as it patronizes and demeans the student groups. Instead, all students will be given equal opportunity to study fine literature. Central to this process is revitalizing a teaching system which incorporates both normal and advanced readers. That way, students, relative to their ability and learning style, will be able to comprehend more complicated texts and learn the moral, cultural, and psychological pleasures of literature on the way. Insightful and reflective, this is another good book from Gutteridge.
Teaching Literature for Cognitive Development: A Double Perspective