The Case of Peter Pan or The Impossibility of Children’s Fiction

Rose, Jacqueline

doi:10.1007/978-1-349-23208-6

Cited by 173 publications

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“…However, critics in the late twentieth century have pro duced alternative, adult-orientated readings of the text. According to Jacque line Rose's (1984) canonical Freudian reading of Peter Pan, at the heart of children's fiction is the problem of the relationship between adult and child. Rose focuses on the psychological aspects of language in children's fiction and in so doing she sexualizes many aspects of the narrative when she writes that "behind Peter Pan lies the desire of a man for a little boy (or boys)" (3).…”

Section: Notementioning

confidence: 40%

“…The literary character of Peter Pan has alternately been considered to be a sym bol of death (Wiggins 2006), as epitomizing transformation, reformation and regeneration (McGavock 2006), and, as previously stated, a symbol of adult desire (Rose 1984;Kincaid 1992). However, the cognitively based analysis of child's pretend play taken here encourages an interpretation of the character of Peter Pan as an imaginary companion.…”

Section: Wendy's Imaginary Companionmentioning

confidence: 99%

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Cognitive Literary Studies: Current Themes and New Directions

2013

Poetics Today

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Cognitive Approaches to Literature and Culture includes monographs and edited volumes that incorporate'cutting-edge research in cognitive science, neuroscience, psychology, linguistics, narrative theory, and related fields, exploring how this research bears on and illuminates cultural phenomena such as, but not limited to, literature, film, drama, music, dance, visual art, digital media, and comics. The volumes published in this series represent both specialized scholarship and interdisciplinary investigations that are deeply sensitive to cultural specifics and grounded in a cross-cultural understanding of shared emotive and cognitive principles. Copyright 2012 by the University of Texas Press All rights reserved THIS BOOK EXPLORES the intersections of literary studies and cognitivescience, contributing to a growing body of literary research emerging over the past twenty years in response to developing theories of "embodied cogni tion."1 Turning gradually away from models of the mind as computer-like or as functionally autonomous, today's cognitive scientists increasingly view the mind as complexly integrated with the biological brain, and they view both the brain and the mind as organically situated within-indeed structurally en abled and constrained by-the body. 2 The implications of this paradigm shift reach far, spanning across important domains of philosophical inquiry and consequently academic disciplines.In their 1999 study Philosophy in the Flesh, George Lakoff and Mark John son describe embodiment theory in a way that shows how it combines the priorities of phenomenology, epistemology, and ontology: "Cognitive sci ence provides a new and important take on an age-old philosophical prob lem, the problem of what is real and how we can know it, if we can know it.Our sense of what is real begins with and depends crucially upon our bodies, especially our sensorimotor apparatus, which enables us to perceive, move, and manipulate, and the detailed structures of our brains, which have been shaped by both evolution and experience" (17). In such a view, perceiving, knowing, and being become intricately intertwined, collapsing category boundaries that may forever shift the terms of academic analysis. Scholars in the humanities and social sciences-literature, fine arts, history, philoso phy, anthropology, and linguistics-are being drawn to embodied cognition, some influenced by the rise of connectionism (and other symptoms of non linear dynamic systems theory, with which embodied cognition proves highly compatible). Decades of exposure to postmodern philosophies have condi tioned humanists and social scientists toward interdisciplinarity in general and toward more context-friendly models in particular. Eschewing "liberal" Viii COGNITIVE LITERARY STUDIESnotions of a human essence-of a humanity that can be circumscribed and ontologically distinct from its surroundings -these scholars strive to place the human within its larger material, social, and cultural contexts. It may seem odd at first to consider how their c...

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Section: Wendy's Imaginary Companionmentioning

confidence: 99%

Cognitive Literary Studies: Current Themes and New Directions

2013

Poetics Today

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“…Western culture frames sexuality as the antithesis of innocence, and our obsession with the idea of the innocent child (see Marah Gubar's (2011) keyword essay on "Innocence") has resulted in the attempted erasure of child sexuality. As Jacqueline Rose (1984) argues, because adults do not want children to be sexual, they erase the sexuality of children from children's books altogether. Thus, the logic goes, children are never sexual, and sexuality is something that only happens to children when they become adults.…”

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Sexuality

Matthews¹

2018

Brock Education Journal

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“…Las cuestiones previas tienen que ser completadas con las reflexiones hechas por Jacqueline Rose (1984). La imposibilidad de la Literatura Infantil posee uno de sus fundamentos en quién narra las historias.…”

Section: Retomando Las Consideraciones De Jacqueline Rose: La Imposibunclassified

“…Jacqueline Rose (1984) nos sugiere que la categoría que denominamos Literatura Infantil en sí misma es una fantasía -una fantasía de lo imaginario, asexuada, en la cual el niño o niña se asemeja a las figuras parentales-. Por ello, la ficción infantil se circunscribe a una moralidad que va más allá de una transparente pedagogía.…”

Section: Retomando Las Consideraciones De Jacqueline Rose: La Imposibunclassified

La Literatura Infantil Como Instrumento Para La Acción Educativa Y Cultural : Reflexiones Sobre Su Imposibilidad Basadas en La Sombra Del Adulto

Valero

Fernández

2013

Educación XX1

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rEsUmEnEl propósito de este artículo es investigar acerca de la disciplina Literatura Infantil. La proliferación de publicaciones y estudios relativos a la misma motiva que sea nuestro deseo el indagar sobre su legitimidad. Queremos expresar nuestras dudas acerca de la posibilidad de la materia ya que asienta sus fundamentos en la inocencia y pureza del mundo infantil. Dicha concepción tiene sus orígenes en las ideas aportadas por Locke y Rousseau. Ahora bien, ¿qué sucede si el mito se derrumba? ¿Y si la Literatura Infantil no es posible? ¿Qué intervención tienen el adulto y la sociedad en esta supuesta modalidad Literaria? ¿Y si el término dogma estuviese implicado en la Literatura Infantil? ¿Sería entonces tan libre el niño para poder construir su pensamiento?Ya en 1984 el clásico ensayo de Jacqueline Rose cuestionaba la posibilidad de la Literatura. Por ello, retomando dicha aportación, a lo largo de estas líneas trataremos de proporcionar nuestras respuestas apoyando las mismas en argumentos y ejemplos de situaciones que pueden invalidar la legitimidad de la Literatura Infantil. Cómo referenciar este artículo/How to reference this article:López-Valero, A.; Encabo-Fernández, E. y Jerez-Martínez, I. (2013). La literatura infantil como instrumento para la acción educativa y cultural. Reflexiones sobre su imposibilidad basadas en la sombre del adulto. Educación XX1, 16 (2), 247-264.

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The Case of Peter Pan or The Impossibility of Children’s Fiction

Cited by 173 publications

References 0 publications

Cognitive Literary Studies: Current Themes and New Directions

Cognitive Literary Studies: Current Themes and New Directions

Sexuality

La Literatura Infantil Como Instrumento Para La Acción Educativa Y Cultural : Reflexiones Sobre Su Imposibilidad Basadas en La Sombra Del Adulto

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