Introductory Note to the Reader      What I appreciate about courses like this one from ISTE+ASCD is their power to challenge what seems familiar. They can be groundbreaking because they encourage us to rethink what we believe we already understand about teaching. Giving students choices and freedom in their learning may sound straightforward, yet a closer look raises important questions: Are those choices meaningful? Do students have the support they need to make decisions? Does the lesson help them become more independent?      These questions invite changes in practice, and those changes deserve evaluation. Following the spirit of the ADDIE model, its final component, Evaluate, reminds us to examine whether our adjustments are helping students take greater ownership of their learning. Evaluation can also accompany implementation: listening to students, reviewing their work, and identifying what still needs attention. This essay grows out of that process of questioning, redesigning, and examining whether good intentions are becoming useful opportunities for student agency and learning independence. Jonathan Acuña Solano

Making Room for Learning: Cognitive Load, Multimedia, and Agency in the Online Classroom

	Abstract This reflective essay examines how cognitive load theory and multimedia learning principles can inform online English language teaching for college young adults and corporate working adults. Drawing on ISTE+ASCD course materials, the author’s reflections, and relevant scholarship, it considers how instructional decisions influence the demands placed on working memory. Particular attention is given to clear navigation, complementary words and images, meaningful segmentation, and the context-sensitive use of captions. A familiar TED Talk homework assignment provides the basis for a proposed redesign incorporating focused viewing sections, brief processing activities, learner control, and choices connected to relevant contexts. The discussion connects teacher agency in revising established routines with learner agency in managing and applying learning. It also distinguishes proposed benefits from demonstrated outcomes and identifies student work and feedback as evidence for future revision. The essay argues that meaningful agency requires clear expectations and manageable opportunities to make decisions.	Keywords ISTE ASCD, Cognitive Load, Multimedia Learning, Learner Agency, Online Language Teaching, Adult Learners, Instructional Design
	Resumen Este ensayo reflexivo examina cómo la teoría de la carga cognitiva y los principios del aprendizaje multimedia pueden orientar la enseñanza del inglés en línea dirigida a jóvenes universitarios y adultos que trabajan en entornos corporativos. A partir de materiales de un curso de ISTE+ASCD, las reflexiones del autor y aportes académicos pertinentes, se analiza cómo las decisiones didácticas influyen en las demandas sobre la memoria de trabajo. Se presta especial atención a la navegación clara, la complementariedad entre palabras e imágenes, la segmentación significativa y el uso contextualizado de subtítulos. Una tarea habitual basada en una charla TED sirve de punto de partida para proponer un rediseño con segmentos de visualización, actividades breves de procesamiento, control del ritmo y opciones vinculadas con contextos relevantes. La discusión relaciona la agencia docente para revisar prácticas establecidas con la agencia del estudiante para gestionar y aplicar su aprendizaje. Se distinguen los beneficios previstos de los resultados comprobados y se proponen las producciones y opiniones del alumnado como evidencia para futuras revisiones. El ensayo sostiene que una agencia significativa requiere expectativas claras y oportunidades de decisión manejables.
	Resumo Este ensaio reflexivo examina como a teoria da carga cognitiva e os princípios da aprendizagem multimídia podem orientar o ensino de inglês on-line para jovens universitários e adultos que trabalham em ambientes corporativos. Com base em materiais de um curso da ISTE+ASCD, nas reflexões do autor e em contribuições acadêmicas pertinentes, discute-se como as decisões didáticas influenciam as exigências impostas à memória de trabalho. Destacam-se a navegação clara, a complementaridade entre palavras e imagens, a segmentação significativa e o uso contextualizado de legendas. Uma atividade habitual baseada em uma palestra TED serve como ponto de partida para uma proposta de reformulação com trechos de vídeo, breves atividades de processamento, controle do ritmo e escolhas relacionadas a contextos relevantes. A discussão aproxima a agência docente na revisão de práticas estabelecidas da agência do estudante na gestão e aplicação da aprendizagem. Também distingue os benefícios esperados dos resultados comprovados e propõe as produções e opiniões dos estudantes como evidências para futuras revisões. O ensaio defende que uma agência significativa exige expectativas claras e oportunidades de decisão que os estudantes consigam administrar.

Part II: From Intentional Choices to Manageable Learning

“The capacity to exercise control over the nature and quality of one's life is the essence of humanness.” — Albert Bandura (2001), Social Cognitive Theory: An Agentic Perspective, abstract.

“The question every design decision needs to answer is whether that demand is necessary for the learning or unrelated to it.” — ISTE+ASCD (n.d.), How Students Process, “Working Memory and Its Limits”

When a Good Resource Asks Too Much

An engaging video can still become a demanding assignment. A teacher may see an inspiring speaker and a worthwhile topic, while students face unfamiliar vocabulary, rapid speech, changing images, and questions to answer. The resource has educational value, but the conditions for learning need attention.

The earlier discussion, blog post #597, of agency and purposeful tool selection leads to a further question: can learners use the opportunities we offer when processing the lesson already consumes their attention? In my online teaching with college young adults and corporate working adults, this question makes lesson design a matter of professional responsibility. Meaningful choices need a manageable path through the learning.

Looking Beyond Student Effort

The ISTE+ASCD section “How Students Process” reminds teachers that working memory “can only hold and process a limited amount of new information at once” (ISTE+ASCD, n.d.-a, opening paragraph). This observation invites a different response when students struggle. Before assigning the difficulty entirely to preparation or motivation, we should examine what the task asks them to manage.

Sweller, van Merriënboer, and Paas (2019) explain that working memory is limited when processing unfamiliar information, while knowledge in long-term memory changes what learners can handle. The same assignment can therefore place different demands on students with different preparation. In language learning, knowing the topic does not necessarily mean understanding its presentation in English. A corporate learner may recognize the workplace problem immediately but struggle to follow the speaker’s explanation. A college student may understand individual words while losing the relationship between them. Both situations deserve instructional attention.

Recognizing Different Demands

The course distinguishes intrinsic, extraneous, and germane cognitive load. Intrinsic load concerns the complexity of the material in relation to the learner’s knowledge. Extraneous load involves demands that do not serve learning, such as confusing instructions or unnecessary movement between screens. Germane load describes effort directed toward understanding. In my personal course notes, I acknowledged, “I had never learned about the three different types of cognitive load in task design” (Acuña Solano, 2026, first reflection, sentence 1). Naming these demands helped me examine familiar teaching decisions more carefully.

The distinction needs one qualification. Sweller, van Merriënboer, and Paas (2019) describe germane load as resources devoted to handling intrinsic demands, rather than a separate load simply added to the other two. Segmentation can help manage essential complexity as well as unnecessary demands. The practical aim is to preserve effort for understanding, connecting, and using ideas.

Clarity as a Teaching Responsibility

The course recommends “clearly bounded chunks” and predictable navigation (ISTE+ASCD, n.d.-a, “Reducing Extraneous Load,” para. 1). These suggestions sound modest, yet they invite an honest inspection of the learner’s route. Imagine opening a lesson and finding the video in one location, instructions in another, and discussion questions in a separate document. Each component may be clear individually. Together, they require students to remember where to go and what to do next.

My proposed response is to place the objective, viewing sequence, and response instructions together. Each stage would explain its purpose and lead visibly to the next. For learners attending online after work or alongside university responsibilities, that clarity respects the attention they bring. It also makes the learning challenge easier to recognize.

Making Multimedia Serve Understanding

The course’s section “Multimedia That Works” emphasizes that words and images should do “different, complementary work” (ISTE+ASCD, n.d.-b, “How the Brain Processes Words and Images,” para. 1). An illustration should help explain something. Spoken commentary should help learners understand what they see. Mayer’s (2020) multimedia learning framework brings these decisions together. Coherence concerns removing irrelevant material; spatial contiguity places related words and images near each other; segmenting allows manageable stages; modality and redundancy address how spoken words, printed words, and visuals share limited processing capacity.

For my lessons, these principles suggest a practical question: what does this element contribute? A useful diagram may clarify a relationship that would require considerable explanation. A decorative picture may add little. A page filled with instructions, images, and text can look complete while making its central purpose difficult to find.

Revisiting the TED Talk Assignment

My clearest example comes from homework assigned to corporate adult learners. Although the textbook offered a segmented TED Talk activity, I asked students to watch the complete talk. Reflecting on that decision, I wrote that watching a lengthy talk “might not necessarily be a good idea” (Acuña Solano, 2026, second reflection, sentence 1). The concern is the relationship between the viewing demand and the intended outcome. A complete talk may serve extended listening or an overall argument. A focused excerpt may better support examining one claim. Neither choice can be justified by duration alone.

Brame (2016) recommends considering cognitive load, engagement, and active learning together when using educational video. Her review supports focused videos and purposeful questions. It does not establish a universal minute limit for every lesson. My course’s suggested three- or five-minute targets are useful planning prompts, rather than guarantees of comprehension.

Applying Principles With Judgment

My initial notes also treated several multimedia principles as already satisfied by TED Talks. That conclusion requires examining the particular recording. A speaker, slides, captions, music, and visual transitions can combine differently across talks. Professional production does not settle instructional suitability.

Captions deserve particular care in language education. Winke, Gass, & Sydorenko (2010) found benefits from captioning in foreign-language video activities, with differences across conditions. Their findings caution against treating all repeated spoken and written language as harmful. I would therefore retain access to captions when they support comprehension or accessibility, while helping learners decide how to use them. Some might listen first and consult captions during review; others may need them immediately. Applying a principle responsibly includes considering the learner and the purpose.

A Proposed Redesign With Agency

A revised TED Talk task could begin with a shared outcome: explain one central claim, support it with evidence from the talk, and discuss its relevance. This is a proposed improvement to my assignment; its classroom effects still need evaluation. Before viewing, students would see the outcome, three short guiding questions, and a small vocabulary preview. Only terms essential to understanding the selected passages would receive attention. Students could then choose an application: a university situation, a workplace situation, or another relevant context they can explain.

I would organize the viewing around three meaningful sections: the problem, the speaker’s response, and the implications. Each might last two to four minutes where the argument allows. A passage would end at a useful conceptual boundary, rather than at an arbitrary timestamp. Edpuzzle is the tool I identified in my reflections for developing this sequence. Its use would need to preserve a simple learner experience. The instructional improvement lies in the sequence and the decisions it supports.

From Viewing to Communication

After the first section, learners would state the problem in one sentence. After the second, they would identify evidence supporting the speaker’s response. After the third, they would explain one possible application or limitation. These pauses would invite processing without turning every moment into a quiz. For this reason, students would control replay and pause as far as the task permits. They could keep brief notes as keywords, a small diagram, or short sentences. A student who needs another viewing should have a clear opportunity to take it.

During the online class, pairs would compare their interpretations and agree on a recommendation. College students could connect the idea to campus life or a community concern. Corporate learners could use a fictional workplace situation. Partners would request clarification, examine the evidence, and explain why their recommendation follows from the talk. Shared assessment criteria would address understanding, relevant evidence, clear English, and interaction. Choice would influence the application and preparation while the learning expectations remained visible.

Agency Needs Support

Bandura (2001) connects agency with intentional action, forethought, self-regulation, and reflection. This perspective helps distinguish meaningful participation from simply choosing between options. In my redesigned task, learners would decide what context matters to them, monitor understanding, and explain their decisions. However, too many choices could create additional demands. I would begin with a few understandable options and allow an equivalent student proposal.

Teacher guidance remains important. Students need to know what successful participation involves before being asked to direct parts of it. My responsibility is to make that direction possible through preparation, clear expectations, and opportunities to ask for help.

Learning From the Next Version

The redesign would need evidence beyond completion records. I would examine whether students explain the claim accurately, use relevant evidence, and sustain the follow-up discussion. I would also ask which supports helped and where confusion remained. Stronger answers would not, by themselves, prove that segmentation caused improvement. Vocabulary support, prior knowledge, and practice could also contribute. Still, student work and feedback could guide the next revision.

This reflection has brought me back to a familiar lesson with a different way of seeing it. Teacher agency begins with questioning a routine; learner agency grows when the revised task offers purposeful decisions students can manage. Making room for learning means attending carefully to both. 

San José, Costa Rica

Friday, November 6, 2026

Blog Post # 599

📚 References

Acuña Solano, J. (2026). Reflections on cognitive load and multimedia learning [Unpublished course notes].

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125

ISTE+ASCD. (n.d.-a). How students process [Course material; excerpts reproduced in the author’s notes].

ISTE+ASCD. (n.d.-b). Multimedia that works [Course material; excerpts reproduced in the author’s notes].

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5

Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86. https://doi.org/10.64152/10125/44203

Análise de Autores e Obras Literárias Mencionadas

 

Beyond the Pages: The Art of Seeing Otherwise

AI-generated picture by Prof. Jonathan Acuña Solano on October 30, 2026

A Note Before Reading      This reflection began with a brief exchange with my friend and writer Wilbert Salgado. He described a practical trajectory for literary work: publish pieces, receive feedback from readers, select the stronger ones for magazines, submit them to competitions, and, when fortune allows, receive a monetary prize. His final question was simple: “Es la idea, ¿no?”      The question stayed with me. Not because there is anything wrong with publishing, receiving recognition, or being paid for one's literary work. On the contrary, writers deserve readers, recognition, and fair compensation for their creative labor. What interested me was the larger question hidden inside that apparently simple observation: if money and recognition are possible outcomes of literary creation, are they also the reason we create literature in the first place?      That question led me somewhere else, to the relationship between literature and perception, between the imagination and the human psyche, and between the lives we actually live and the lives we encounter through reading.      The following reflection is my attempt to explore that territory. Jonathan Acuña Solano

Literature, Money, and the Art of Seeing Otherwise

	Abstract This reflective essay explores the relationship between literary creation, financial recognition, and literature's capacity to transform human perception. While acknowledging the legitimacy of monetary rewards, publication, and professional recognition, it argues that literature's significance cannot be reduced to its economic or commercial value. Drawing on the literary perspectives of Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera, and Marcel Proust, the discussion examines literature as an exploration of the human psyche, a means of revealing significance in seemingly ordinary experiences, and an imaginative encounter with lives beyond our own. Particular attention is given to the relationship between writer and reader, suggesting that literary meaning emerges through an interaction between textual creation and individual consciousness. Ultimately, the essay proposes that literature's enduring value lies in its ability to challenge habitual perceptions, illuminate overlooked dimensions of existence, and expand our understanding of what it means to be human. Literary creation thus becomes not merely an artistic or economic endeavor but an invitation to experience reality from perspectives other than our own.	Keywords: Literary Creation, Human Perception, Literary Imagination, Human Psyche, Reader-Response, Literary Value, Alternative Realities
	Resumen Este ensayo reflexivo explora la relación entre la creación literaria, el reconocimiento económico y la capacidad de la literatura para transformar la percepción humana. Si bien reconoce la legitimidad de las recompensas monetarias, la publicación y el reconocimiento profesional, sostiene que la importancia de la literatura no puede reducirse a su valor económico o comercial. A partir de las perspectivas literarias de Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera y Marcel Proust, se examina la literatura como una exploración de la psique humana, un medio para descubrir significados en experiencias aparentemente cotidianas y un encuentro imaginativo con vidas distintas de la propia. Se presta especial atención a la relación entre el escritor y el lector, y se plantea que el significado literario surge de la interacción entre la creación textual y la conciencia individual. Finalmente, el ensayo propone que el valor perdurable de la literatura reside en su capacidad para cuestionar nuestras percepciones habituales, iluminar dimensiones inadvertidas de la existencia y ampliar nuestra comprensión de lo que significa ser humano. La creación literaria se convierte así no solo en una actividad artística o económica, sino también en una invitación a contemplar la realidad desde perspectivas diferentes de la nuestra.
	Resumo Este ensaio reflexivo explora a relação entre a criação literária, o reconhecimento financeiro e a capacidade da literatura de transformar a percepção humana. Embora reconheça a legitimidade das recompensas financeiras, da publicação e do reconhecimento profissional, argumenta que a importância da literatura não pode ser reduzida ao seu valor econômico ou comercial. Com base nas perspectivas literárias de Fernando Pessoa, Jorge Luis Borges, Italo Calvino, Milan Kundera e Marcel Proust, a reflexão examina a literatura como uma exploração da psique humana, um meio de revelar significados em experiências aparentemente cotidianas e um encontro imaginativo com vidas diferentes da nossa. Dá-se especial atenção à relação entre escritor e leitor, sugerindo que o significado literário surge da interação entre a criação textual e a consciência individual. Por fim, o ensaio propõe que o valor duradouro da literatura reside em sua capacidade de questionar percepções habituais, iluminar dimensões frequentemente despercebidas da existência e ampliar nossa compreensão do que significa ser humano. A criação literária torna-se, assim, não apenas uma atividade artística ou econômica, mas também um convite para contemplar a realidade a partir de perspectivas diferentes das nossas.

“A literatura, como toda a arte, é uma confissão de que a vida não basta.” — Fernando Pessoa

“Minha alma é uma orquestra oculta; não sei que instrumentos tangem e rangem, cordas e harpas, tímpanos e tambores, dentro de mim.” — Fernando Pessoa, Livro do Desassossego

Literature exists within a curious tension. On the one hand, writing is an intensely personal act through which human beings explore experience, memory, imagination, perception, and the complexities of being alive. On the other hand, literature eventually enters a very concrete world of publications, readers, reviews, prizes, sales, competitions, and professional recognition. There is nothing contradictory about this. Writers need readers, and writers also deserve recognition and compensation for their work. Yet the existence of this literary economy raises a more fundamental question: what is the deeper purpose of literary creation?

Money can certainly be one of the consequences of writing. A literary work can be published, sold, awarded, or even become economically successful. There is nothing inherently problematic about that. In fact, financial recognition can provide writers with opportunities to continue creating. However, it is difficult to believe that the economic value of a literary work completely explains its cultural and human value. A story may win a prize and eventually disappear from collective memory, while another story may reach only a small number of readers and remain with them for decades. Literary value does not always correspond neatly to commercial success.

Perhaps this is because literature does something different from many other forms of human production. Literature is not simply concerned with giving us information about the world. It frequently changes the angle from which we perceive that world. A writer can take an ordinary situation, an apparently insignificant gesture, a private memory, or an everyday encounter and present it in such a way that we begin to notice something that had previously escaped us. The external reality may remain exactly the same, but our perception of it has changed. In this sense, literature does not necessarily give us a new world; sometimes it teaches us to see the world we already inhabit differently.

This capacity to alter perception is closely connected to literature's exploration of the human psyche. Literary works allow us to enter territories that are difficult to access through ordinary observation: the contradictions of desire, the persistence of memory, the experience of loneliness, the ambiguity of love, the anxiety produced by uncertainty, the conflict between what people say and what they actually feel, or the private meanings that individuals attach to seemingly insignificant events. Literature gives form to these interior dimensions of experience. Through characters, narrators, voices, memories, and imagined worlds, it makes visible aspects of human existence that might otherwise remain difficult to articulate.

One of literature's remarkable characteristics is that it can make the insignificant significant. A glance between two people, a forgotten object, a conversation interrupted by silence, a person waiting for someone who does not arrive, or a memory apparently disconnected from the present can become the center of an entire literary universe. These details may appear trivial when considered independently, yet literature has the ability to reveal the meanings that human beings attach to them. What matters is not necessarily the size of the event but the depth of experience contained within it. A literary work can therefore teach us that reality is not composed exclusively of dramatic events. Much of human existence takes place in the spaces between them.

This is perhaps one of the dimensions of ars literaria that deserves particular attention. The literary artist does not simply reproduce reality. The artist selects, transforms, rearranges, and reinterprets it. A familiar experience can become unfamiliar when presented through a different consciousness. A common event can acquire unexpected significance when viewed from another perspective. Literature therefore creates a kind of perceptual displacement: it moves us slightly away from our habitual position and invites us to look again.

That movement becomes even more significant when literature introduces us to lives that are not our own. Every human being is limited by the boundaries of an individual existence. We have one childhood, one collection of memories, one historical moment, one particular body, one geographical and cultural experience, and ultimately one biography. Literature complicates those limitations by allowing us to encounter other possible lives. Through reading, we can inhabit fictional or reconstructed realities belonging to people who lived centuries ago, people who live in circumstances completely different from ours, or characters who never existed outside the imagination of a writer.

This does not mean that literature allows us literally to experience another person's life. It does something more subtle. It creates an imaginative space in which we can temporarily consider experience from another position. A novel about exile, for instance, does not make the reader an exile. A story about grief does not reproduce another person's grief inside the reader. Yet such works can provide forms through which we begin to understand experiences that would otherwise remain outside our immediate lives. Fiction can therefore enlarge the boundaries of human experience without pretending to eliminate the differences between individual experiences.

This may explain why fictional lives can sometimes illuminate our own lives so effectively. A character who never existed can reveal something that exists very deeply within us. A historical figure can make us reconsider our own assumptions about the present. An imaginary world can expose structures of our actual world that had previously seemed natural or invisible. Paradoxically, what is invented can sometimes help us perceive what is real with greater clarity.

The relationship between literature and recognition therefore becomes more complicated. Publication, readership, reviews, prizes, and financial rewards are meaningful because they establish relationships between the writer, the work, and the wider cultural world. They can encourage writers and provide the material conditions necessary for continued creation. Nevertheless, they are external manifestations of a process whose deepest effects may be much more difficult to measure. A literary work can have enormous significance for a single reader without becoming commercially successful, while a highly successful work may affect different readers in entirely different ways.

The number of readers, therefore, cannot tell us everything about what happens when literature is read. A small audience is not necessarily an insignificant audience. Every reader brings a particular history, a particular sensibility, and a particular collection of experiences to a literary work. The same paragraph can produce indifference in one person, recognition in another, discomfort in a third, and an entirely new question in someone else. The literary work does not simply travel from the writer to the reader as a finished object; something happens between them.

Perhaps this is why the most interesting literary reward is not necessarily the prize that can be placed on a shelf or the money that can be deposited in a bank account. It may instead be the moment in which a reader recognizes something that had previously been invisible. A successful literary work can create a small disturbance in perception: it makes us pause, reconsider an assumption, remember something forgotten, empathize with an unfamiliar experience, or simply look at an ordinary part of existence with greater attention.

Literature, in this sense, becomes an art of seeing otherwise. Its importance does not depend exclusively on whether it entertains us, informs us, receives critical attention, or produces financial rewards. Its deeper possibility lies in its capacity to complicate our perception of human experience. It can transform the familiar into the strange and the strange into something recognizable. It can reveal significance in apparently insignificant things and give us access to perspectives that our individual lives could never contain.

Perhaps this is why literature continues to matter even in a world increasingly organized around speed, measurement, visibility, and immediate results. Literature asks us to slow down and attend to what cannot always be quantified. It reminds us that a human life consists not only of major events but also of fleeting perceptions, private contradictions, unanswered questions, memories, desires, silences, and possibilities. These things may have little measurable economic value, yet they constitute much of what it means to be human.

Financial recognition may be one possible consequence of literary creation, and there is nothing wrong with welcoming it. But the more enduring possibility of literature may lie elsewhere: in its ability to place one human consciousness in contact with another and, through that encounter, alter the way reality is perceived. The writer creates a world; the reader enters it; and somewhere between those two acts, an alternative way of seeing becomes possible.

In the end, literature may not give us another life in any literal sense. We remain ourselves, within the limits of our own biographies. What literature can give us, however, is the opportunity to imagine what existence might look like from somewhere else. And perhaps that is one of its most enduring gifts: not simply telling us more about the world, but allowing us, for a moment, to see the world, and ourselves, otherwise.

Some Literary Companions Behind This Reflection

The ideas explored here did not emerge in isolation. They grow out of a long personal relationship with literature and, more specifically, with works that have made me think about consciousness, perception, memory, imagination, and the strange relationship between fiction and reality.

Fernando Pessoa has perhaps been particularly important in this regard. In Livro do Desassossego, the boundaries between observing the world and observing oneself become remarkably porous. Bernardo Soares's reflections repeatedly turn ordinary perception into an investigation of consciousness. Pessoa's writing has therefore encouraged me to think of literature not simply as an account of external reality, but as a way of exploring the interior experience through which reality becomes meaningful.

Borges takes this displacement even further. In works such as Ficciones and El Aleph, literature becomes a space in which realities, perspectives, times, and possibilities can coexist. His fiction repeatedly invites the reader to question the apparently stable boundaries between the real and the imagined. For the purposes of this reflection, Borges helps illuminate the idea that literature can create alternative spaces from which reality itself becomes newly visible.

Calvino's If on a Winter's Night a Traveler contributes another dimension: the reader. The act of reading becomes part of the literary experience itself. The reader is not merely the passive recipient of a finished object but participates in the construction of meaning. This is particularly relevant to my understanding of the relationship between writer and reader, because a literary work ultimately acquires another life when it enters another person's consciousness.

Milan Kundera's reflections in The Art of the Novel also resonate with this perspective. His understanding of the novel as a form of exploration rather than simple narration reinforces the idea that literature can investigate possibilities of human existence that cannot be reduced to straightforward answers. Fiction can ask questions that reality itself does not always formulate clearly.

Proust offers yet another path into the same territory. In In Search of Lost Time, seemingly insignificant sensations and memories can open enormous spaces of meaning. A taste, a sound, an object, or a fleeting recollection can suddenly connect the present with a forgotten dimension of the past. His work reminds us that what appears insignificant from the outside may contain an entire interior world.

These writers do not provide a single theory of literature, nor do they necessarily agree with one another. They are simply some of the literary companions that have helped shape the questions behind this reflection. What follows, therefore, is not an attempt to establish a theory of literary creation, but rather to think aloud about why literature continues to matter: not only because it tells stories, receives recognition, or sometimes generates income, but because it gives human beings another way of seeing, remembering, imagining, and experiencing existence.

San José, Costa Rica

Saturday, October 31, 2026

Blog Post #598

📚 Works and Ideas in the Background

Fernando Pessoa, Livro do Desassossego — especially relevant in consciousness, perception, interiority, and the insufficiency of ordinary experience.

Jorge Luis Borges, Ficciones and El Aleph — useful for the idea of alternative realities, infinite perspectives, and literature destabilizing our ordinary conception of reality.

Italo Calvino, If on a Winter's Night a Traveler — particularly interesting for the relationship between writer, reader, text, and the act of reading itself.

Milan Kundera, The Art of the Novel — valuable for his conception of the novel as a form of exploration of existence rather than merely storytelling.

Marcel Proust, In Search of Lost Time — the transformation of apparently insignificant experiences into profound discoveries about memory and consciousness.

Análise de Autores e Obras Literárias Mencionadas