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This book is useful to both readers fammilar with Bakhtin's work, or to those who want to use it as an introduction. Highly recommended.
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Bakhtin's defense of the independency of the hero from the author stands not only as a strong critique to those critical trends which regard biographical information as the only source to fully capture the essence of a literary work, but also it enables a new kind of open criticism which embraces the role of the reader in the process of authoring a text, that is, providing the text with a meaning. Bakhtin's interest on physiology to capture the real insight of human perception and, hence, of human understanding of a literary work is, in my opinion, a great advance for the reader to become an undisputed element in the literary chain formed by the author, the text and the reader.
Bakhtin's work has rapidly become a cornerstone in the current flow of literary criticism and his "Problems of Dostoevsky's Poetics" stands as one of his finest achievements.
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Vice chooses five different Bakhtinian "Concepts", Heteroglossia, Dialogism, Polyphony, Carnivalesque and Chronotope, and builds a chapter around each, illustrating them in every case with Novels or Films, mostly from the 1990's, chosen by her, none of which occur in Bakhtin's work. An example is the "Chronotope Chapter", which uses the Film "Thelma and Louise" as the central example. The reader will search in vain in the chapter and index for authors such as Goethe, Stendhal, Flaubert, Sterne, Hippel, Wezel, Jean Paul and others repeatedly mentioned as examples in Bakhtin's Essay: "Forms of Time and Chronotope in the Novel". This chapter is so far removed from Bakhtin's work, that it is impossible for the reader to get an understanding of his work, which was according to the definition of the Chronotope given by Bakhtin to show: "..the intinsic connectedness of temporal and spatial relationships that are artistically expressed in literature," (Bakhtin - p.84). It becomes questionable to what extent Vice understands the concepts discussed, and unlikely that she has read the examples used by Bakhtin.
It is difficult to understand how students, the supposed target audience of this book, according to the introduction, are supposed to come away with an understanding and appreciation of Bakhtin's work, when practically none of the many excellent examples he uses are even mentioned. Instead the book relies heavily on secondary Literature and current Bakhtin "Scholarship".
I can only recommend this book to readers who are fammilar with both Bahktin's work and subsequesnt studies. I instead highly recommend Gary Saul Morson and Caryl Emerson: "Creation of a Prosaics", a much more worthwhile introduction.
On the contrary, there is the view of Bakhtin puts: When a member of a speaking collective comes upon a word, it is not a neutral word of language, not as a word free from the aspirations and evaluations of others, uninhabited by others' voices...The word enters his context from another context, permeated with the interpretations of others.
I believe any one with common sense, without the need for an adequate academic degree can see the difference between the two and can evaluate these thoughts individually in a correct manner. That is to say, language is definitely a social phenomenon that is almost free from biological factors. Language learning-teaching, therefore, should be taken in that socio-cultural context, in the context that one sees and feels all around her learning context. This book, an academic yet a very simple one for those who enjoy reading about language and culture connection will gain a lot of insight from the way she puts the connection in its place. It can also be read by parents who would like to learn more about how a child learns a language- from the vantage point of some recent academic discussions. That makes the book complete.