Reading, rhetoric, rhythm
Bibliographic Data
| ID | 12215017 |
|---|---|
| Authors | Melissa Freeman (0000-0002-5713-8110, University of Georgia, corresponding author) |
| Year | 2024 |
| Volume | 37 |
| Issue | 6 |
| Pages | 1639-1646 |
| Publication date | 2024-04-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518398.2024.2342693 |
| OpenAlex | W4394924991 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
This paper considers reading a hermeneutical co-respondence with understanding's becoming. It describes how understanding's plurality is caught up in the dialogical interplay of reading, rhetoric, and rhythm characteristic of hermeneutic engagement. Reading positions a reader in relationship with a textFootnote1 seeking participation in the matter under consideration. As such, its potential for creating new understanding lies in a reader's ability to attend to unfamiliar forms of expression and engage with the speculative nature of sense and sense-making. Rather than reduce hermeneutic practice to an unmoored relativism, reading hermeneutically fosters a radical responsibility that comes with the uncertain and difficult labor of speculative thinking
Aesthetics · Art · Linguistics · Literature · Reading (process · Rhetoric · Rhythm · Philosophy · Postcolonial and Cultural Literary Studies · Rhetoric and Communication Studies
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |