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

By T. Williams

Explains how the research of poetry, by means of delivering studies just like these produced through poetry remedy, may help scholars become aware of themselves and enhance their power to influence swap on the earth.

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Extra info for A Therapeutic Approach to Teaching Poetry: Individual Development, Psychology, and Social Reparation

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This may offer us some insight into the biological functioning of the imaginative mind, which involves a similar type of regressive looking inward. Temporal regression, essentially a regression to an earlier age, deals with issues of desire, motivation, and development. In earliest pre-infancy, the child developing in the womb lives in a state of pure pleasure and security where the maternal body satisfies all needs. As Sandor Ferenczi explains, “[T]here is a stage in human development that realizes this ideal of a being subservient only to pleasure .

Thus, the reading of an elegiac poem may offer a subject dealing with loss a variety of benefits by providing recognition or newfound awareness to difficult emotional states through a condensed image or narrative. Metaphor in poetry gives the reader a concrete means of expression for what had hitherto remained unexpressed. While the regression to metaphoric expression in poetry draws attention to the limitations of language, it also offers the best mode within the symbolic to express and understand human experience.

Teachers, likewise, should remember to keep the desire of the text-as-analyst in play, so that it may help in raising awareness, and not close it off by offering authoritative readings. Poetry sets desire in motion by drawing attention to its own lack. It is a failure of sorts, because, as poets and other creative writers often point out, language ultimately proves inadequate to capturing meaning. Warren explains that “the poet fails, as fail he must in some degree, in the exercise of his creative control and second, in so far as each reader must, as a result of his own history and nature, bring to the poem a different mass of experience, strength of intellect, and intensity of feeling” (212).

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