If art is subjective, why did schools enforce the idea that there's "right" and "wrong" ways to interpret literature?
I'm not talking about objective things like grammar, vocabulary, or structuring. I'm mostly talking about more subjective things like theme and mood. I get for younger students, since they need to learn to analyze and interpret literature. But for higher level students this might become more or a problem, especially when reading old poems and scripts. Why do schools make it seem like there's only 1 right way to view a story?
3 replies
Generally speaking, what teachers look for in grade-school analysis is proof that the student actually read and understood, to some degree, the work. The easiest way for the student to do this is the 'right' way; that is to say, the obvious or accepted interpretation, but usually alternate answers are accepted.
If you're asking about multiple-choice questions, then the point is usually to weed out those who paid absolutely no attention/didn't actually read the work with three absurd or irrelevant choices.
Do you think schools were established to develop independent minds that can analyze themes and develop novel modes of thought, or to train workers?
Part of the issue with old works is that while in English, many of the phrases, idioms, literary allusions etc have lost all meaning to a modern reader.