LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:4 April 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Re-contextualizing Mikhail Bakhtin’s Problems of Dostoevsky’s
Poetics through Classroom Teaching: Re-presentation of
Monological/Dialogical Conflicts in Student-Teacher Communication

Sayan Dey

Abstract

The evolution of theory is a result of different forms of individual and collective experiences of regular human existence. Its function is not limited within the written pages of intellectual monologues. The changing universal situations and circumstances influence theory to undergo modulations and modifications from time to time. Mikhail Bakhtin in his work Problems of Dostoevsky’s Poetics invites multiple criticisms of Fyodor Dostoevsky’s novels through the concepts of monology and dialogy. Dostoevsky’s creations blossomed when the dangers of Capitalism infiltrated Russia causing severe socio-political effects. The entire society was monologized by all-pervasive capitalist institutional norms, colonizing individual free-will and intellect. The field of literature was also capitalized and found thorough elaboration in the works of novelists like James Joyce and Marcel Proust. Dostoevsky deconstructed the capitalist ideology through the dialogical development of his works, where the characters observe and interpret the world in a unique and individual manner.

This paper enlarges Bakhtin’s theory of monology and dialogy by re-contextualizing it in the classroom scenario through student-teacher interaction. The traditional unilateral interactive procedures colonized the students and Bakhtin’s concepts seem to break this monological situation. The entire educational procedure experiences revolution when the teacher is decentered through dialogical communication, thus, bringing an equilibrium in student-teacher participation.

Key words: Monological, dialogical, Dostoevsky, Bakhtin, poetics, decentering teacher

Theory as Defining Life

Keeping aside all forms of ideological complexities, theory can be defined as a systematic and conscious way of defining life. Theories erupted out of the situations, actions and incidents taking place at the individual and collective level. The sudden outburst of theories in the latter half of the 19th century throws light on the various contemporary issues of the approaching modernity. The continuous process of theoretical evolution has doubtlessly expanded the matrix of discussions and debates. But it has led to tremendous over-theorizing, imperializing the psyche of the individuals. Theory has complicated the entire thought process to such an extent that people have forgotten the simple ways of regular communication and thinking.

Whenever a discussion is initiated people ignore the basic modes of speech and strictly bind to the textual versions of discourse. The procedure of theory learning happens individually or in a class room environment. But does anybody question or analyzes the theoretical aspects that performs within the classroom? The class room environment is created through student-teacher interaction.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sayan Dey, B.A. (Banaras Hindu University), M.A. (Banaras Hindu University)
Research Scholar
Department of English
Banaras Hindu University
Lanka
Varanasi 221005
Uttar Pradesh
India
sayandey89@gmail.com
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