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Proust and the Squid: The Story and Science of the Reading Brain
Download PDF Proust and the Squid: The Story and Science of the Reading Brain
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Audible Audiobook
Listening Length: 8 hours and 21 minutes
Program Type: Audiobook
Version: Unabridged
Publisher: HighBridge, a division of Recorded Books
Audible.com Release Date: August 26, 2008
Whispersync for Voice: Ready
Language: English, English
ASIN: B001EY6XFM
Amazon Best Sellers Rank:
Although Maryanne Wolf has recently (2018) published 'Reader, Come Home', 'Proust and the Squid' published in 2008 is still very relevant. Neuroscience has advanced tremendously, and as 'Reader Come Home' tells us what the advances have been and what is still unknown, 'Proust' tells us what basics we need to know about the origins of literacy - no, we never had a 'reading' gene. The brain constructs micro circuitries in order that it understands the symbols we call the written language. Then adding auditory sense, enables us to understand, and then to memorise. This book explains clearly what causes reading disability and why it need not - and should not be a handicap.
Maryanne Wolf has written a richly informative work, which covered a number of areas that I had very limited knowledge of. She is an academic who has made numerous complex subjects and concepts accessible to the non-specialist, yet has not trivialized the material. She never explains when and how she had the inspiration for a very memorable title, which would nag with the question: What could Marcel Proust and a Squid possibly have in common? Ah, like so much in the book, and in real life, it is the connections that our neuro-pathways make.The author has covered three principal topics. As she explains in the first chapter: "This book consists of three areas of knowledge: the early history of how our species learned to read, from the time of the Sumerians to Socrates; the developmental life cycle of humans as they learn to read in ever more sophisticated ways over time; and the story and science of what happens when the brain can't learn to read."Admittedly, rather late in life, I finally read The Odyssey. The version was a new one by Barry B. Powell. In his introduction, he posits the theory that the Greek alphabet was invented around 800 B.C., in order to record the poetic rhythm of Homer's epic tale. Thus I was particularly attentive to Wolf's account of how writing systems evolved, starting with the "bird tracks," of the Sumerians through the Akkadians (a language I have only recently become aware of - apparently there are a few hundred people in the world still trying to keep the language alive) and on to the hieroglyphics of the Egyptians. Each of these languages contained a pictorial element. It was only when the Greeks invented their language, which was largely and directly related to the phonetics of the language, that a true alphabet was established.In human evolution the ability to read has developed only recently. Wolf makes the point that we are not "hard-wired" to read. For each of us, we must learn - sometimes painfully, and with limited success - to develop those neurological pathways that make sense of the small, repetitive shapes on a piece of paper - or now, increasingly, on a digital screen. I found this section fascinating too. For example, she cites the work of three Chinese neurologists in the 1930's who studied the case of a bi-lingual businessman who had a severe stroke. He had completely lost his ability to read Chinese, but could still read English. It required completely different sections of the brain to read a more pictorial based alphabet as opposed to the limited characters in the alphabet used to write English.Another section that strongly resonated concerned re-reading books at different periods in one's life, deriving different meanings depending on the evolving experiences in one's own life. Wolf specifically mentioned George Eliot's Middlemarch (Penguin Classics) which she had read several times, which was precisely the theme of Rebecca Mead's recently published My Life in Middlemarch. I too have been re-reading a number of works first read 30-40 years ago, finding new meaning, and re-assessing.The last third of the book dealt with those who have difficulties reading, and are often labeled dyslexic, a term that Wolf says has no real meaning. She does cover the number of areas in which individuals may have deficiencies in their ability to read fluently. These deficiencies can be unique, or overlapping. And it seems that the brains of these individuals are simply different, with more equality between the left and right hemispheres. And "dyslexics" seem to be more creative. She names numerous historical individuals who appear to have had that problem, and whose names are definitely remembered today, like Einstein. She also reveals it is a personal issue, since her son has had reading problems.I did have some problems with this book. First and foremost, Wolf repeatedly makes the point that Socrates was opposed to the transition from the oral to written medium for conveying knowledge, and attempts to connect that to the transition from knowledge obtained through books to that obtained from the Internet. But she never really develops this theme; she just raises it repeatedly. I felt particular unease - though I admit doing it myself, in deciding a book of Diane Arbus' photographs was not suitable viewing material for my once-upon-a-time seven year old daughter - to Wolf's theme that access to knowledge should be "guided." That concept is right out of the playbook of many a totalitarian state... or, increasingly, wantabees. Who does the "guiding" and with what criteria was another topic she did not address. I also felt she succumbed to a congenital weakness of academics: "plugging" the work of colleagues for no particular purpose, other than, the "plug."Finally, and it is a particular concern of mine. With all the effort that is expended on learning how to read - to obtain that "eureka" moment that Wolf beautifully described in one case, why do so very few people continue to read serious works once the school assignments are finished? Also, unaddressed. Overall, for Wolf's work, a very informative 4-star rating.
The intriguing title of "Proust and the Squid" is the key to its structure. The "Proust" strand refers to the importance of reading in human cultures and to its ability to give humans " access to thousands of different realities they might never encounter or understand otherwise." Thus, Maryanne Wolf begins her book with a brief and engaging history of the development of alphabets and the rise of literacy. Then there is the "Squid" strand, in which she offers an overview of recent neurological research that has illuminated the process of how a reader's brain processes letters on a page. Since humans are not wired to read (the way they are wired to understand language), this research demonstrates the brain's capacity to adapt and specialize. Finally, there is the "and" strand; the conjunction in the title is there for a reason. This part of the book weaves Proust and the squid together through an examination of the importance of reading in contemporary culture and of the best practices (based on the scientific research) for teaching children to become fluent readers. Wolf is a child development expert, and in this portion of the book she discusses pedagogy, as well as the particular situation of dyslexic readers, whose brains process language in a different way.Thus, "Proust" and the Squid" speaks to a variety of readers. It speaks to those interested in current scientific research and the way it has increased understanding of the neurological processes that make reading possible. It addresses those concerned about the cultural importance of reading in a digital age. And it speaks to parents interested in how to cultivate a love of reading in their children, as well as to parents of dyslexic children concerned about the best approach to take to foster more fluent reading. Of course, these audiences will surely sometimes overlap, but I think the weakness of "Proust and the Squid" is its difficulty in adhering to a single voice.Sometimes the book is lyrical in its use of quotation and philosophy to convey Wolf's devotion to the importance of reading. Sometimes its tone is technical, as it discusses the structure of the brain, while at other times the tone is practical, the voice of the reading specialist offering recommendations. These shifts mean that some readers will find parts of the book more interesting than others. There is also quite a bit of repetition."Proust and the Squid" has much to recommend it (depending on your particular interest), and its strengths make up for the times when your attention may wander.M. Feldman
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