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Continue to Explore: In Memory of Louise Rosenblatt (1904–2005)

On February 8, 2005, Louise Michelle Rosenblatt passed away at the age of 100. Professor Rosenblatt's pioneering scholarship not only changed the conversation within the field of literary theory, but also has had a profound influence on the teaching of reading and English literature in classrooms nationwide over the past four decades. Rosen­ blatt's transactional theory of reading, grounded philosophically in the path­ breaking works of William James and John Dewey, was first described in her seminal work Literature as Explo­ ration (1938) and later expanded in her second major work, The Reader, the Text, the Poem: The Transactional Theory of the Literary Work (1978). An examination of Rosenblatt's illus­ trious career demonstrates that she took the notion of exploration seri­ ously. Throughout her career, Rosenblatt sought to restore the aesthetic value to literature and to make literature more central to achieving the broad humanistic goals of education (Connell, 2000, 27). When teachers follow the guidance pro­ vided by Rosenblatt's transactional theory, reading becomes an essential mode of personal experience that involves a potentially powerful combination of intellect and emotion that enlivens the learning process. A priority within Rosenblatt's scholarly work was the goal of encouraging her readers to live fully in the reading experience by seeking ways to remain actively engaged as a learner. Louise