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In general, American reader-response critics have focused on individual readers' responses. American magazines like Reading Research Quarterly and others publish articles applying reader-response theory to the teaching of literature. In 1961, C. S. Lewis published An Experiment in Criticism, in which he analyzed readers' role in selecting ...
W.E. Coles Jr. suggests that teaching writing should be approached as teaching art, with the teacher serving as facilitator or guide for the student-writer's free expression; he also calls for classroom practices such as peer-reviews, class discussions, and the absence of grades, in order to best guide the self-identification he sees as crucial ...
The general significance for sociological analysis of objective hermeneutics issues from the fact that, in the social sciences, interpretive methods constitute the fundamental procedures of measurement and of the generation of research data relevant to theory.
Postpositivists believe that human knowledge is based not on a priori assessments from an objective individual, [4] but rather upon human conjectures.As human knowledge is thus unavoidably conjectural, the assertion of these conjectures are warranted, or more specifically, justified by a set of warrants, which can be modified or withdrawn in the light of further investigation.
The narrative paradigm is generally considered an interpretative theory of communication. [20] It is an especially useful theory for teaching qualitative research methods. [21] Fisher’s theory has been considered for domains ranging from organizational communication to family interaction, to racism, and to advertising.
Communication theories vary substantially in their epistemology, and articulating this philosophical commitment is part of the theorizing process. [1] Although the various epistemic positions used in communication theories can vary, one categorization scheme distinguishes among interpretive empirical, metric empirical or post-positivist, rhetorical, and critical epistemologies. [13]
Interpretive questions may have one or many valid answers. Participants in interpretive discussions are asked to interpret various aspects of texts or to hypothesize about intended interpretations using text-based evidence. Other types of discussion questions include fact-based and evaluative questions.
However, interpretive theorists suggest that a theory might provide a useful lens for interpreting reality or provide new insight for interpreting specific behaviors, texts or other phenomena. By this regard, CMM provides a richer understanding of how speech acts occur within contexts than, say, speech acts theory.