日本英文学会関東支部メールマガジン　
臨時号　2026年2月12日


徳永聡子先生（慶應義塾大学）よりお知らせです。

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Ewan Jones博士講演会

ケンブリッジ大学英文科のEwan Jones博士をお迎えして、人文学の将来をめぐる近年の議論を背景に、「精読 close reading」の歴史的・文学史的意義を再検討いただきます。I. A. リチャーズが提唱した枠組みに立ち返りつつ、講演者ご自身の教育実践を例に、精読が現代文学批評と教育にとって持つ可能性について議論される予定です。皆様ぜひふるってご参加ください。

日時：2026年2月28日（土）15:30～17:00
会場：慶應義塾大学三田キャンパス大学院棟325B
オンライン参加の場合のみ、下記のURLから前日までに事前登録してください。
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講師：Dr Ewan Jones (Associate Professor, Faculty of English, University of Cambridge; Fellow and Director of Studies, Downing College)
演題：‘Close Reading as Attentional Practice’
対象：講演会にはどなたでもご参加いただけます
主催：慶應義塾大学X Dignityセンター（概念ユニット 迫桂・徳永聡子・石川大智）
センターHP: https://jpn01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.x-dignity.kgri.keio.ac.jp%2F&data=05%7C02%7Cshunsuke_shiga%40econ.seikei.ac.jp%7C8a9e04dae08a44f368ad08de697eb1e1%7Cf9f686723f9c4ab482bb9d09a55c2246%7C1%7C0%7C639064190062865666%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=gc0MTlnmqtIfaD54xEN2lWQb1g3KWBUHB9S%2Fwrw4pMQ%3D&reserved=0

【講師プロフィール】
Ewan Jones is Associate Professor in English at the University of Cambridge. He has published two books and numerous articles on poetics, prosody and computational approaches to intellectual history, among other topics. Close Reading as Attentional Practice, a collection of essays co-edited with Marion Thain, was published by Edinburgh University Press in November 2025.
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【講演要旨】
This talk begins by situating the historical practices of close reading within the contentious debates over the future of the humanities. Several recent polemics continue to circulate the received idea that practical criticism constitutes a disinterested, apolitical, privileged pursuit. I challenge such accounts by reinscribing close reading within a cognitive psychological framework that provided much of its early force - specifically, by considering the ways in which I. A. Richards considered his ‘protocols’ as a specific means of testing and extending a subject’s attention. Such a focus, I argue, represents an enduring if still-untapped resource for close reading in particular, and literary criticism more generally. I attempt to prove this claim with reference to several teaching protocols of my own, which adapt and extend Richards’s own example.