A Therapeutic Approach to Teaching Poetry: Individual by T. Williams

By T. Williams

Explains how the examine of poetry, by way of delivering reviews just like these produced via poetry remedy, will help scholars detect themselves and advance their strength to impression swap on the earth.

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Additional info for A Therapeutic Approach to Teaching Poetry: Individual Development, Psychology, and Social Reparation (Education, Psychoanalysis, and Social Transformation)

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Nonverbal representations, including subsymbolic components that are processed continuously, synchronously, and in parallel, must be connected to one another and to the discrete symbols of language processed in singlechannel, sequential format. (178) psychoanalytic regression and integration / 25 In poetry, the inner self and the emotions must be brought into the register of language through the register of imagination or mental images. This referential process permits the “activation of dissociated emotion structures in a context where they can be tolerated, examined, and reconstructed” (13).

Sigmund Freud discusses the value of literary works in these terms when he explains, “[A]ll aesthetic pleasure which a creative writer affords us . . [,] our actual enjoyment of an imaginative work[,] proceeds from the liberation of tensions in our mind. It may even be that not a little of this effect is due to the writer’s enabling us thenceforward to enjoy our own day-dreams without self-reproach or shame” (IX 153). In this way, the authority of a published text can actually work as a positive for conquering defenses.

Once students and readers become aware of and honest about their inner beings, then positive change may begin. Poetry can also aid in enlarging reality orientation, which defense mechanisms inhibit. Developmentally, one must establish a realistic relationship with one’s self and one’s environment. This process begins in early infancy, but, because of various defenses, adults often lose touch with the reality of their self and their relationship to the external world. Indeed, as Hynes and Hynes-Berry point out, “it is not always easy to keep the 14 / therapeutic approach to teaching poetry different facets of one’s world in perspective” (36).

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