On Writing and Handwriting

• Autorzy: Miloš Kučera
• Języki publikacji: EN

Abstrakty

EN

Writing is often considered secondary to the spoken language, as it is only coded sound-by-sound. But other scholars have demonstrated that writing is similar to ‘arithmetic’: a cognitive structuring, a shift to the meta-level (‘for the eye’). Handwriting (referred to here as the cursive writing in the sense of joined up handwriting, of ‘écriture liée’) differs from writing (in the first analysis): it has its own grammar composed of paradigmatic gestemes and tracemes and its own syntagmatic rules that connect them. In emotional terms, handwriting is designed to provide a special pleasure by its own drive (instinct, ‘Trieb’). But there is also cognitive aspect to it: the rapidity and fluidity of a cursive writing could be (in professional writing, for instance) more important (at the climax of the creative process) than it being legible for all eternity. The project of the new handwriting reform for Czech schools, abolishing the liaison between letters, is shown to be a modern and technically simplified form of calligraphy.

Słowa kluczowe

EN

Reading; writing; arithmetic; handwriting; graphemes; phonemes; gestemes; tracemes; liaison; professional writing; calligraphy; signature; legibility; rapidity; fluidity

• Wydawca: Sciendo
• Czasopismo: Journal of Pedagogy
• Rocznik: 2010
• Tom: 1
• Numer: 2
• Strony: 11-28

Daty

wydano

2010-01-01

online

2011-02-14

Twórcy

autor

Miloš Kučera

• Faculty of Education, Department of Psychology, Charles University, M. D. Rettigové 4, 116 39 Praha 1, Czech Republic

Bibliografia

• Alamargot, D., Lebrave, J.-L. 2010. The Study of Professional Writing. A Joint Contribution from Cognitive Psychology and Genetic Criticism. In European Psychologist, 15 (1): 12-22.[WoS]
• Fernald, G. M. 1943. Remedial Techniques in Basic School Subjects. New York: McGraw Hill.
• Ferreiro, E. 2000. L'écriture avant la lettre. Paris: Hachette.
• Freud, S. 1957. Instincts and their Vicissitudes. In The Standard Edition of the Complete Psychological Works of Sigmund Freud. Volume XIV (1914-1916), London: The Hogarth Press, 11-140.
• Goody, J. 1979. La raison graphique. Paris: Minuit.
• Havránek, B., Jedlička, A. 1981. Stručná mluvnice česká. Praha: Stát. pedag. nakl.
• Lacan, J. 1975. Encore. Le séminaire 1972-1973. Paris: Seuil.
• Lacan, J. L'identification. Le séminaire 1961-1962. (Officially unpublished, accessed 14 July 2010 from
• Laplanche, J., Pontalis, J. B. 1967. Vocabulaire de la psychanalyse. Paris: Presses Universitaires de France.
• Lurija, A. R. 1976. O historickém vývoji poznávacích procesů. Praha: Academia.
• Penc, V. 1968. Metodika psaní. Praha: Stát. pedag. nakl.
• Pražská skupina školní etnografie. 2005. Psychický vývoj dítěte od 1. do 5. třídy. Praha: Karolinum.
• Vachek, J. 1973. Written Language. General Problems and Problems of English. The Hague: Mouton.
• Vachek, J. 1989. The Written Language Revisited. Amsterdam: Benjamins.
• Wallerová, R. 2010. Konec psacího písma? Školy mohou přestat učit krasopis. In iDnes, 20 april 2010 (accessed 23 april 2010 from
• For the Comenia Script see the homepage of Radana Lencová:

Identyfikatory

DOI

10.2478/v10159-010-0007-4