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首页> 外文期刊>Children's Literature in Education >Do Worlds Have Corners? When Children’s Picture Books Invite Philosophical Questions
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Do Worlds Have Corners? When Children’s Picture Books Invite Philosophical Questions

机译：世界有角落吗？当儿童图画书提出哲学问题时

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摘要

In this article, we want to present and analyse the picture book The World has no Corners (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children’s relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images—and the relation between these—we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers’ way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world.
机译：在本文中，我们要介绍和分析由挪威作家和插画家Svein Nyhus创作的图画书“世界无角落”（2006/1999）。这本书通过邀请读者进入思考和怀疑存在的主题（例如生与死，成长和变老，上帝，儿童与自然的关系等）的世界，代表了挪威儿童图画书的一种新趋势。并未对提出的问题给出明确的答案，但是有可能在儿童和成人读者之间进行探索性对话。在对口头文字和图像及其之间的关系进行分析时，我们以Halliday，Kress和van Leeuwen的社会符号学理论，Eco和Iser的接受理论以及杜威和罗蒂代表的美学理论为基础。通过对某些选定点差的分析，我们希望展示使读者留在课文中的框架，以及不确定性邀请读者对提出的问题进行思考和推测。我们还希望引起人们注意共同阅读点差的特殊方式。与阅读图画书的过程相比，成年人通常会确认或纠正儿童读者将口译解释为口头语言的过程，而图画书中儿童与成年人之间的共同阅读似乎既存在又富有诗意，而且民主的。我们将阐明这种阅读过程，因为我们认为这是读者巩固自己进入世界的一种方式。

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