Literacy and tactility: An experience of writing in Kuzuhara Koto Nikki (Kuzuhara Koto's diary)
Literacy and tactility: An experience of writing in Kuzuhara Koto Nikki (Kuzuhara Koto's diary)
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识字与触觉：《葛原琴日记》的写作体验
DOI：
10.1080/00131857.2021.1897572
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发表时间：
2021
影响因子：
2
通讯作者：
Muroi Reiko
中科院分区：
文献类型：
--
作者：
七木田文彦;内田貴美子;湯川嘉津美;Muroi Reiko
沃尔特·翁指出，没有人可以自然地写作，因为写作是一种完全人工的技术，我们需要通过教育来获得。写信这种识字技术在“识字者”和“文盲”之间划出了一条分界线，因为识字是无法通过其他方式获得的。当我们回顾早期识字的历史时，我们注意到写信是一门专门的技术，其中心居住着一小部分会写字的精英。此后，到了近代，识字问题的讨论中心转向了文盲群众的问题，主要是如何通过学校教育使他们识字。然而，随着对普及扫盲的兴趣增加，另一种兴趣也随之增加：对盲人的扫盲教育的兴趣。无论有意与否，盲人都被排除或疏远于文学和/或基于字母的文化。然而，排斥盲人的力量越强，盲人就越渴望写/读信。这种以自己的方式写/读字母的愿望和尝试可能会建立一个独特的以触摸为中心的字母和识字世界，重要的是，可能会使其以视觉为中心的世界相对化。如果是这样，这样的实践将如何修正以视觉为中心的读写能力并开辟新的视野？我想通过回顾这个话题的历史背景，并考察19世纪日本盲人音乐家葛原琴藤的写作实践案例来思考这个话题。
Walter Ong points out that no one can write naturally, because writing is a completely artificial technique we need to acquire through education. The technology of literacy as writing letters begets a dividing line between “literates” and “illiterates,” since literacy cannot be acquired otherwise. When we review the early history of literacy, we notice that letter-writing was a specialized technology, and that in its center resided a small number of elites who could write. Thereafter, in the Modern Era, the center of discussion on literacy turned to the issue of the illiterate masses, mainly on how to bring them to literacy through school education. As the interest in popularizing literacy increased, though, another kind of increased interest arose: the interest in literacy education for blind people. On purpose or not, blind people had been excluded or alienated from literature and/or letter-based culture. However, the stronger the power exerted to exclude blind people, the more blind people aspired to write/read letters. Such aspiration and attempts to write/read letters in their own way may establish a distinct touch-centered world of letters and literacy and, importantly, may relativize its sight-centered world counterpart. If so, how will such a practice revise sight-centered literacy and open new horizons? I would like to consider this topic by reviewing its historical background and examining a case of writing practice by Kuzuhara Kôtô, a blind musician, in 19thcentury Japan.