Published in Education in the Digital Era, March 2019

“Books are not only the arbitrary sum of our dreams, and our memory. They also give us the model of self-transcendence. […] They are a way of being fully human.”- Susan Sontag

The multifaceted nature of literature encompasses an abundance of purposes when it comes to the act of reading, such as functioning as a vehicle of escapism, working as a tool to enhance self-awareness, setting in motion cultural and social change starting from individual transformation, inspiring metaphorical deaths and resurrections of selves, summoning childhood magic and nostalgia associated with books we grew up with and memories entangled with their reading, perceiving the human spirit as shaped through time within specific historical and cultural frameworks, as well as strengthening our connection with others by making us recognise ‘the other’ within us, and providing a mirror that we can use to face the world with empathy and acceptance as we fully acknowledge its realness and complexity.

Reading can be seen as a spiritual journey, since it inspires a form of awakening. Stories we read during our formative years, during an early stage in our lives that is of utmost significance memory-wise, those stories will potentially remain the most enchanting reading experiences, because they enter our mind at a time when we tend to simply absorb every evocative image, every symbol, indiscriminately, unassumingly, with naivety and curiosity, and when simple yet vivid memories are formed. Later, as we mature and acquire more knowledge- not exclusively literary, whilst we learn to be more discerning, selective, as well as developing critical thinking, we are encouraged to deeply reflect on the strings of words in front of our eyes- sometimes, however, at the expense of the child-like wonder and the child’s way of seeing, of disappearing, and truly living within a story.

While expressing her views on reading, Virginia Woolf emphasises that, whereas we should follow our instincts in reading rather than having someone else dictate the way in which we experience a literary piece, we should also avoid falling into the trap of projecting our pre-conceived ideas and judgements onto a piece of writing immediately, and instead, at first, decrease the volume of our critical voice in order to embrace the author’s voice and the creative process, to open our minds and let the thoughts of another flow into them. Afterwards, as cultivated readers, we can ponder on underlying themes and psychoanalytical symbolism, stylistic categorisations, meta-references, the larger aesthetic value of the work, character development, feminist interpretations and critiques, and the historical, socio-cultural, political or conceptual frameworks. As a Literature and Film graduate, I have found that temporarily tuning out certain aspects of this critical side that became a natural inclination in my reading is ideal if I wish to retain the pleasure of the act and to prevent disillusionment. Otherwise- and I have known Literature and Film students at university who faced such concerns- the enjoyment of a piece of writing or art in general might be diminished. When we let ourselves be fully engrossed by the words, something pure and beautiful happens: we disappear and live within a story, we allow ourselves to be bewitched by lyricism, to recognise the emotions evoked in a poem, to let them inspire us; we perceive and visualise the world conceived by another mind, unfolding within our own mind. That is when we can identify with a character, as well as finding traces of this character within ourselves, savouring every mental image, finding something interesting and revealing in every echo while devouring a good book. This way, we shift from clichés to something more intimate, from patterns of thinking to a unique taste of and insight into individual consciousness.

During literary studies at university, our way of reading pieces of literature is, indeed, interestingly shaped, to a certain degree, by the modules we opt for and their structure, particularly the recommended critical interpretations and analysis of the works in question or, more broadly, of literary movements, periods, and other divisions. Once you place everything in a cultural, social, or historical context, or consider the psychoanalytical dimensions of a text, or interpret narratives from a feminist point of view, it can influence your process of experiencing other works and how you delve into them. This aspect is also facilitated by a tendency towards syntopical or comparative reading, which is recommended within an academic context- particularly in analysing critical theory books and essays- and rightfully so, since it is a useful tool for finding your own voice, forming your own opinions, gaining perspective, and developing critical thinking skills which are so essential in various areas of life. As a result, while reading prose fiction for instance, our minds may involuntarily jump to underlying commentaries and themes, paying more attention to connotations of nuances and how they fall into a wider sociocultural, ideological, or psychological framework. This may seem like a double-edged sword because it appears to be in contrast to the previous idea of experiencing a written story viscerally, intimately. However, as previously mentioned, the mind can be trained to read differently for pleasure, inspiration, or educational purposes and everyone can shift between different methods of reading.

Placing a literary piece into the complex puzzle of history, can be particularly revealing and useful, for instance, when we read literature associated with silenced voices and with otherness: such literary works give us the chance to get an insight into the psyche of figures whose lives seem so distinct from ours and explore uncharted mental territories, an inner journey which will also prove to be self-revealing, whilst at the same time requiring transcendence. Reading can, indeed, often initiate us into a ritual of self-transcending. Language mediates our connection with our own selves as much as it mediates our connection with the world around us. Reading can be viewed as a process of merging contrasts: between temporality and atemporality, the tangible and the incorporeal, presence and absence, closeness and remoteness, self and other, the intimate and the universal, the evanescent and the eternal, a grasped world and an elusive one.