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Art and Literacy


#1

You teach a child to read, and he or her will be able to pass a literacy test.

—George W. Bush, in a speech given in Townsend, Tennessee, February 21, 2001

Interestingly, at least in the languages I know, when one talks about alphabetization there is always the mention of reading and writing, in that order. Ideologically speaking, this prioritized order not only reflects the division between production and consumption, but subliminally emphasizes the latter: ignorance is shown more by the inability to read than by the inability to write. Further, this order suggests that alphabetization is more important for the reception of orders than for their emission.

Of course, this theory—that if one wants to be able to write something, one should know how it is written—has some logic to it. It forces one first to read, then to copy what one reads—to understand somebody else’s presentation in order to then re-present it. In art terms, however, this is similar to saying that one has to first look at the model in order to then copy it. Now the logical construction becomes much less persuasive. This is not necessarily wrong, insofar as one really wants to copy the model, or the need to copy the model is well grounded. In essence, if there is no proven need, the logical construction ceases to be one—it becomes a dogma disguised as logic.

Read the full article here.