Bite-sized content online cannot replace books

Kathmandu: Pradip Raj Giri is an assistant professor of English literature at the Central Department of English, Tribhuvan University, Kathmandu. He is pursuing a PhD focused on the politics of language in social media. Giri’s academic interests include the critical discourse analysis of political language in digital spaces, rhetoric and composition, and literary theory.

 

photo: TKP

As a philosophy student, Giri is also interested in the history of philosophy and its evolving trajectory.

 

In this conversation with the Post’s Sanskriti Pokharel, Giri explains how literature explores philosophical questions and empathy in the digital age.

 

What key influences—books, authors, or philosophers—guided your path to teaching literature and pursuing philosophy?

 

As an introverted teenager, I talked less and listened more, trying to understand people’s emotions and mental states. This quiet curiosity deepened after I read ‘Pagal Basti’ by Saru Bhakta following my SLC (now SEE) exams. The novel’s exploration of the shifting mental states of its characters resonated with me and sparked a growing fascination with human nature and emotions.

 

From there, my interest expanded to philosophy. Works like Plato’s ‘Republic’ and Aristotle’s ‘Poetics’, the cornerstone of Western thought, drew me further into this world of ideas and understanding.

 

After completing my master’s degree, I realised that my love for literature and philosophy wasn’t just a passing interest but my true calling. I knew I couldn’t confine this passion to a personal pursuit—I wanted to work in this field through teaching.

 

What book has challenged or changed your thinking?

 

I read ‘Waiting for Godot’ by Samuel Beckett in my early 20s. It influenced my way of thinking. Vladimir and Estragon spend their days endlessly waiting for Godot, a figure often interpreted as God, who never arrives. This prompted me to reflect on the nature of waiting and the existential questions surrounding life.

 

Another book that challenged my perspective is Daniel Defoe’s ‘Robinson Crusoe’. At first glance, it’s a straightforward tale of a boy’s journey. However, modern interpretations see it as a postcolonial text. Reading it, readers say that colonial mentality existed in the psyche of Europeans before they enacted it on the ground, which Defoe perhaps did not intend to do while writing this book. This reshaped my understanding of literature, showing me that readers, not authors, ultimately hold the power to derive meaning from a text.

 

The author has little to no control over the book's meaning. It revealed the beauty of interpretation and that a book’s significance often goes beyond the author’s original intentions.

 

Many philosophers have used literary forms to express their ideas. Do you think literature has a unique role in exploring philosophical questions?

 

Absolutely. Literature complements philosophy by bringing its abstract ideas to life. Usually, philosophy is all about thoughts. At the same time, literature is a dramatisation of these thoughts. While philosophy often focuses on deep, conceptual thinking, literature creates a nexus by dramatising these thoughts within real-life contexts.

 

For instance, novels like ‘Sophie’s World’ introduce readers to philosophy through fiction. This book makes abstract concepts of philosophy relatable. Literature breathes life into philosophical questions by showing how they play out in human experiences.

 

Take Jack Kerouac’s ‘On the Road’. This work of the Beat Generation mirrors the restless questioning of societal structures—capitalism, post-war conformity, and monotonous routines. In this book, the characters are on the move, questioning these things. It encourages readers to examine their lives, the power structures they serve, and the essence of freedom. Hence, all these concepts are connected to philosophy.

 

Similarly, books like ‘1984’ by George Orwell and ‘Never Let Me Go’ by Kazuo Ishiguro delve into themes of authority and autonomy. They question, ‘Are we free in a democratic world?’ Michel Foucault’s concept of biopower, explored in ‘The History of Sexuality’, aligns with this question. It describes a form of power that governs populations through various means.

 

States using modern technology, such as CCTV, to keep their citizens under surveillance and individuals having to go through several security checks in daily life raise questions about whether we are free. It makes readers aware that we are not truly free. We are free only in a guided form.

 

Hence, through literature, these philosophical inquiries become vivid. Literature connects abstract ideas to the realities of human life.

 

Philosophy, such as stoicism, is famously discussed on social media. As your PhD research relates to social media, do you believe the online world, amidst all the short-form content, offers a way to engage with complex philosophical ideas like stoicism?

 

Books demand complete and undivided focus. When reading, you rely solely on language to understand complex concepts.

 

In contrast, social media encourages a fragmented attention span. Users constantly scroll through different topics, quickly shifting their focus from one context to another. This makes engaging deeply with philosophical ideas, like stoicism, more challenging in the digital age.

 

However, social media has found ways to simplify and popularise such ideas. Complex philosophies are presented in visually engaging and easily digestible formats through infographics, reels, memes, and blogs. Unlike in the past, when accessing philosophical knowledge often required a trip to the library, today, these ideas are available instantly at your fingertips, making them more accessible than ever.

 

While social media offers a great starting point, I encourage learners to explore books. They provide a more in-depth and holistic understanding that social media’s bite-sized content cannot fully replace.

 

What role do books play in fostering critical thinking and empathy in the digital age?

 

In the digital age, where attention spans are short and content is abundant, books remain unparalleled in their depth and ability to engage readers.

 

Unlike fragmented digital media, books encourage sustained focus, thoughtful reflection, and a deeper engagement with complex ideas and human experiences.

 

Books foster empathy by immersing readers in the characters’ lives, emotions, and struggles. Through storytelling, readers step into perspectives different from their own, deepening their understanding of human experiences. For instance, realist fiction, which portrays relatable protagonists from everyday life, allows readers to connect with characters personally, offering a cathartic experience that nurtures empathy.

 

Books also challenge readers to think critically. Modernist and postmodernist literature presents ethically ambiguous characters, making readers question morality and analyse complex situations rather than passively accepting them. This encourages intellectual engagement, where readers must interpret and evaluate the author's intent and the characters' decisions.

 

Do you gain new insights while teaching?

 

I teach papers like experimental fiction, trauma studies, and life writing. The beauty of teaching is that you remain in touch with fresh brains every year, allowing you to have new perspectives.

 

Intrinsically, literature and philosophy challenge established assumptions and urge instructors and students to read the texts critically.

 

Experimental fiction often disrupts conventional forms and emboldens readers to explore how language, structure, and style shape meaning.

 

Similarly, teaching Trauma Studies exposes how ‘traceless traces’ of historical, communal and personal wounds are expressed through fragmented and nonlinear narratives. For example, Toni Morrison’s ‘Beloved’ and ‘Art Spiegelman’s Maus’ expose racial and holocaust trauma, respectively.

 

It emphasises the healing potential of verbalisation, narrativisation, and creative activities in coping with historical injustices. Additionally, it highlights the ethical responsibility of authors and researchers in amplifying marginalised voices and bringing them into public discourse.

 

In the same way, Life writing (memoirs, autobiographies, and personal essays) offers a platform for exploring selfhood, memory, and the construction of identity. For example, ‘Straightening Our Hair’ by Bell Hooks encourages teachers and students to consider personal histories that can lead to broader discussions of race, culture, gender, and politics.

 

Teaching these subjects not only transfers knowledge but also demands critical reflection and cultivates an understanding of the human psyche and society.

 

Each class has a shared learning process, allowing teachers to acquire new insights and appreciate literature and philosophy.

 

Pradip Raj Giri’s book recommendations

 

Critical Theory Since Plato

 

Author: Hazard Adams

 

Publisher: Houghton Mifflin Harcourt P

 

Year: 1971

 

Adam’s insightful work traces the trajectory of Western philosophy from Plato’s time to the modern era.

 

Sophie’s World

 

Author: Jostein Gaarder

 

Publisher: Aschehoug

 

Year: 1991

 

The book introduces readers to philosophy through gripping fiction, making abstract philosophical concepts relatable.

 

Waiting for Godot

 

Author: Samuel Beckett

 

Publisher: Les Editions De Minuit, Paris

 

Year: 1952

 

Two characters spend their days waiting for God, who never arrives. This text prompts us to question our existence.

 

Never Let Me Go

 

Author: Kazuo Ishiguro

 

Publisher: Faber and Faber

 

Year: 2005

 

Ishiguro’s text explores citizenship and state recognition, highlighting the contrasts between the lives of citizens and non-citizens.

 

Beloved

 

Author: Toni Morrison

 

Publisher: Alfred A. Knopf Inc.

 

Year: 1987