Response to Chapter 5: “Verticals of Adam”
Initially, the author notes that literal works mainly conforms to the principle of mythology. The Chapter identifies the Bible and classical teachings as complete mythical works that can constructively be utilized in teaching literature. This is an informed observation since one understands a literal work by visualizing and reflecting on the imaginary scenario presented by a myth. It is apparent that abstraction is essential in comprehending the reality. A person learns practical concepts by thinking about the situation presented by a mythical story. In essence, myths act as a ground or background from which a person constructs thoughtful ideas to make informed conclusions.
The Chapter also argues the significance of having knowledge of the structure of the great literary forms. In line with the Chapter’s argument, the significance of this undertaking is unchallengeable because a literary work may carry different meanings depending on its structure. Knowledge of the structure of a literary work enhances the reader’s potential of making informed deductions. The Chapter is keen to identify the significance of treating stories purely as myths. The author argues that the Art of listening stories presents fundamental training for imagination. This is a strategic guideline because a reader can learn from stories by first acknowledging the idea of literary works. One understands that though mythical, a literary work is rich artifact from which various important lessons can be learned. In essence, listening to stories give a person important substance for constructing his or her argument. This is clear in the example cited in the Chapter which guides that one should not react without reading through the entire writer’s argument regarding the presented claim.
Lastly, the Chapter explores the significance of developing the language and teaching literature by starting with poetry. In coherent with the author’s argument, the rational view of focusing on language is apparent in the sense that having many vocabularies gives a person more options for thinking diversely. It is clear that a person can hardly develop arguments or ideas from what he or she does not know. This means that learning a new language empowers one to view situations from a wider perspective. Similarly, the idea of teaching literature by starting with poetry is rational because most literature works are characterized with some elements of poetry. Consequently, learners can easily interpret all literal works once they have acknowledged and learned how to approach poetry. Concisely, knowledge of the strategies discussed in Vertical of Adams enhances learning and teaching of literature.
