h●e said. "S

image post

e said.Literature● is the origin■al "virtual rea■lity," be it poetry,○ fiction, drama○ or essays, which n〓ot only "po●rtrays" what is○ going on in C■hina today, but "de●livers the f◆eeling of experie■ncing it, ofte●n in emotionally ■intense settings su●ch as love o○r trauma," said L○aughlin."When ○it is very go〓od, it may al○so rise above the○ moment and say s●omething m○ore profou○nd about China■, the world, or hu●manity

which is some○thing we also do〓n't expect from m●edia coverag〓e," he said."On●e doesn't 〓need to limit one〓's reading to 〓contempora◆ry writers," he 〓said. "The more● you read ◆back into the ce■ntury before and the〓 centur

ies before○ that...the m◆ore you see the cont●inuities and

c◆hanges of Chin?/p>

o cau■ght Laughlin'

n has ◆been changing○ his syllabus and ○ways of te○aching his ■students about li●terature i■n general as● it is becom〓ing "marginal■ized by di●gital cultur■e and visual● culture." His C〓hinese litera〓ture course● is no exception."◆I th

ink an●other challenge 〓we have here is○ that students are ■not necessarily r〓eading a lot◆ of literat○ure anyway, " ●he said. "We have ◆to draw their at●tention back to◆ the specific● richness of lang○uage and text. ○But I also use ◆more film and vis●ual culture i◆n my classes."As t○o his students' r■eaction to the "By〓 the River" n○ovella collection●, he said: "American◆ students w〓ho don't kn●ow so much abo〓ut China find it a● little difficult● to relate to th〓e problems and issu■es that characte〓rs in these◆ stories are d■ealing with.●""Some of them l■iked stor

ie●s more tha◆n I expected them〓 to. And some of ●them dis

liked s◆tories th

n○g Three-Body Pr●oblem, i

great component〓 to use in teac●hing about● modern and● contempor●ary Chinese ●literature.○""Apart from lear●ning the thoughts, ■feelings, a〓nd priorities o○f Chinese ◆characters ◆or authors, I ●think lite●rature helps● convince us of ?/p>

鰋ur common humanity◆," he said. ■"This is particu●larly important i●n a world that ●uses language ○and media incr●easingly to ●divide us a○nd distance us f■rom others■.""People who don't○ read foreign l○iteratures are m○ore likely to ●view people of ot〓her cultures as● fundamenta〓lly different and in○comprehensible. ●Literature re●minds us that ●behind walls of poli◆tics and ideolo〓gy there conti●nue to be ●ordinary pe●ople, flirting◆ with each o■ther, dealing ●with the deaths◆ of their ◆parents, s■tealing bicycles,◆ catching a cold, c◆ompeting for recogn〓ition,

or worr〓ying that they〓 look too old wh◆en they se◆e thems

elves in ●the mir

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