Abstract:
Learning is enigmatic; however, principles of learning are inherent in literature, and literary characters make excellent subjects for studying adult learning processes. Oedipus, Hamlet, and Yossarian encounter problems, respond to them, and eventually form resolutions that demonstrate the significance of their learning. Oedipus is an inductive learner because he progresses gradually toward an absolute truth. He can solve riddles and problems if he remains rational, but he retreats often into an arrogant state. Early in the play, the prophet Teiresias tells Oedipus the truth, but Oedipus cannot accept the truth about himself until he has learned it through trial and error. After hearing the testimony of the herdsman, Oedipus learns and thus is able to create a significant resolution; he blinds himself in an act of self-judgment. Hamlet intuits his learning in a flash of enlightenment and then acts upon his learning. He is initially characterized as one who relies on external forms of order; thus, when he encounters problems such as the Ghost, he responds ineffectively. Until he learns how to act by forming a philosophy for internal guidance, Hamlet cannot combine his passion and intellect. Hamlet ultimately accepts his learning on three levels and responds with significant action. Because Yossarian creates his own truth in a complicated, absurd society, he is a creative learner. Yossarian cannot deal with the problem of the war until he synthesizes his four internal qualities. As he confronts a series of problems, Yossarian learns to sharpen his intellect, to develop his conscience, to accept a faith, and to apply his imagination. He is then able to learn from Orr and form a qualitative resolution; he runs away. The study of the learning patterns of these three characters provides a useful tool for literary analysis and also supplies an insight into adult learning.
