Heretical reading: freedom as question and process in postmodern American novel and technological pedagogy

dc.contributor.advisorHilfer, Anthony Channellen
dc.creatorHoward, Jeffrey Lamaren
dc.date.accessioned2008-08-28T23:28:35Zen
dc.date.available2008-08-28T23:28:35Zen
dc.date.issued2007en
dc.descriptiontexten
dc.description.abstractMy dissertation describes a method of reading with literary, disciplinary, and pedagogical implications. In literary terms, heretical reading refers to the way that the postmodern novelists Thomas Pynchon, Vladimir Nabokov, and Philip K. Dick read and appropriate Gnosticism in order to construct narratives about the struggle to regain freedom in novels such as Gravity’s Rainbow, Invitation to a Beheading, and VALIS. On a disciplinary level, heretical reading is an interpretative method I exert to foreground possibilities of freedom within postmodern fiction that intrude into the background of the poststructuralist definition of the world but ultimately transcend it. These four forms of freedom are freedom as presence and transcendence, as liberating knowledge, as a spirituality constituting self-awareness, and as choice conceived navigationally rather than hierarchically. Postmodern authors imply these possibilities consciously and metafictionally, but heretical reading is also my way of foregrounding and intensifying them. I put this theoretical program into practice through the pedagogical use of hypertext and interactive fiction. Students compose interpretative essays that make a “heretical” interpretative choice by choosing a path through the text that has been closed off by a previous group of interpreters. This path consists of the linkages between “sparks”—passages that stand out with particular imaginative and intuitive significance against a background of indeterminacy. Students know these sparks as non-totalizing intimations of presence that their own non-totalizing selves respond to in order to offer a sense of “interior direction” required to navigate through the composition of an essay. I then describe a final pedagogical extension of heretical reading focused around a type of computer game called interactive fiction. Heretical reading seeks to transform printed novels into interactive fictions in order to encourage freedom in the form of interaction, allowing classroom discussion to change the ways the text is imagined and experienced. The convictions underlying heretical reading function within the classroom as a set of rules, but these rules are designed to open up, not to constrain; to energetically orient, not to govern; to yield satisfactions at the expressive level, not to conclude.
dc.description.departmentEnglishen
dc.format.mediumelectronicen
dc.identifierb68772038en
dc.identifier.oclc173401045en
dc.identifier.urihttp://hdl.handle.net/2152/3118en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshPostmodernism (Literature)en
dc.subject.lcshLiberty in literatureen
dc.subject.lcshGnosticism in literatureen
dc.titleHeretical reading: freedom as question and process in postmodern American novel and technological pedagogyen
dc.type.genreThesisen
thesis.degree.departmentEnglishen
thesis.degree.disciplineEnglishen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen

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