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

Continue to Explore In Memory ofLouise RosenblQtt (1904-2005) Jeanne M. Connell 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 E&C/Education and Culture 21 (2) (2005): 63-79 • 63 64 • Jeanne M. Connell Rosenblatt reminded me many times in both word and deed to continue to explore. Professor Rosenblatt's academic career began at the height of the Progres­ sive Education Era in the 1930s and spanned over seven decades. Rosenblatt pos­ sesses an admirable scholarly record, having had a long and distinguished aca­ demic career, which includes her years of research, teaching, and service at Barnard College, Brooklyn College and New York University, an extensive list of publications, numerous professional affiliations, a substantial number of aca­ demic honors, and many accomplished students who currently influence the field of literary theory and English education. Moreover, her career after her retirement in 1972 is perhaps even more remarkable. Indeed, Professor Rosenblatt maintained an active academic career until the end of her life this past February. In her retirement years she continued to teach as a Visiting Professor at Rutgers University and at the University ofMi­ ami. She was also a member of faculty institutes in English at Northwestern Uni­ versity,Michigan State University, the University of Pennsylvania, the University of Alabama, the University of Alberta, Auburn University, and the University of Massachusetts (NYU Office of Public Affairs, 2005). During these three "retire- . ment" decades, she published extensively, attended professional meetings, men­ tored students, and even engaged in lobbying efforts concerning Federal school policy in 2001. Rosenblatt strongly opposed the Bush Administration's proposed testing component contained in the bill to re-authorize the Elementary and Sec­ ondary Education Act (ESEA) known as No Child Left Behind. Rosenblatt's impassioned political engagement late in her life is telling of her lifelong commitment to activism that began during the progressive educa­ tion era when democracy was threatened from the forces of fascism and the rise of Nazi Germany (Rosenblatt, 1990, 107). During World War II, both Rosenblatt and her husband Sidney Ratner worked in the war effort. Ratner worked as an economist for the State Department and Rosenblatt worked for the U. S. Intelli­ gence Agency, the Office of War Information, analyzing information from Nazi occupied France since she was fluent in French (Devitt, 2005, 1). In 2001, Rosenblatt spoke again about a threat to democracy, but this time she identified the threat from within, internal government policies that regulate public schools. She believed that democracy was threatened again, but this time by misguided testing policies contained in No Child Left Behind that she be­ lieved would negatively impact every school in the country. Rosenblatt cam­ paigned vigorously, voicing her grave concerns to Congressional leaders and call­ ing on educators to become actively involved in opposing the proposed testing regulations. She objected to sweeping changes in testing requirements that relied on a single test to access student achievement, a policy...