After having met with my group, and discussed on Whatsapp some of the results – a drafted temptative plan of potential topic ideas was structured. We knew we wanted to talk about Classics: Google vs. Lebanese Schools.
More specifically, the extent to which lebanese young adults/the ministry of education’s taste in books was coherent with what the rest of the world would recognize as a classic.
Starting from there, we got a few ideas:
The first was connected with the Arabic language – We noticed the PU schools assigned more arabic literature than the PR ones.
From there, we went into the subject of emotions. Did books that were assigned by the school have more of a “boring” or “passive” impact on the student’s emotion than books he read with his own will? If we were to consider that a few decades ago reading was more in vogue, and people were more interested in literature regardless of its level of suspense/humor/action (having reading as a main tool of entertainment automatically affects the person’s emotional feedback); then did high schools, through time, alter their assigned literature in a way that would interest more the students personally/according to recent events/culture, hence bending away from classics?
I think it would be interesting to be looking at that phenomena, however I don’t think a “spatial” map will help out, I will also need to figure out a way to filter the information accordingly.
Another very interesting aspect I found was the relationship of the recurrence of the book in our list/the interest in it vs. whether it was interpreted in a movie or not. Indeed, a lot of people I know only read the book after having watched the movie – or read the book before the screening of the movie – or even bought the whole sequel in order to anticipate what would happen in the next movie. Sometimes, when the movie reaches the deep emotions of the person, the famous “you should see how even better the book is” leads to a popularity explosion of the book.
Some might look at it in a different way however; movies impose on the reader faces/colors/voices and limit the reader’s imagination during the reading, which could decrease and bias the cathartic impact on the reader.
Finally, it is clear that I’m still confused on the direction I am willing to take regarding my research – but with the support of my group and a more clear and filtered data, I’m positive that I’ll get somewhere and draw an intersting conclusion. Anyhow, in case I don’t get there, the course of the research would’ve brought me experience and maybe opened doors to topics that should be tackled in a different manner.