Hans robert jauss horizon of expectations
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Literary Theory and Criticism
By NASRULLAH MAMBROLon •
The phenomenological method of Husserl and the hermeneutics of Heidegger paved the way for what became known as reception theory. One of the foremost figures of reception theory, Hans Robert Jauss (1921-1997), studied at the University of Heidelberg with the hermeneutic philosopher Hans Georg Gadamer. In 1966 he became a professor at the University of Constance where, along with other leading proponents of reception theory such as Wolfgang Iser, he established the “Constance School.” One of his most important texts was Literary History as a Challenge to Literary Theory (1969, 1970), a refined version of a lecture he had given at the University of Constance as his inaugural address. In this text, Jauss challenged objectivist views of both literary texts and literary history, urging that the history of a work’s reception by readers played an integral role in the work’s aesthetic status and significance.
Part of Jauss’ purpose, as he states, is to bridge the gap between historical and aesthetic approaches to literature, the former exemplified by Marxism and the latter by formalism. The factor of the audience or listener or reader, he urges, is largely neglected in these approaches.1 He insists t
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Horizon of expectation
"Horizon of expectation" (German: Erwartungshorizont) is a term fundamental to German academic Hans Robert Jauss's reception theory. The concept is a component of his theory of literary history where his intention is to minimise the gulf between the schools of literature and history which have previously relegated the reader to play only a minor role in the interpretation of literature.[1] Specifically, it is the structure by which a person comprehends, decodes and appraises any text based on cultural codes and conventions particular to their time in history. These horizons are therefore historically flexible meaning readers may interpret and value a text differently from a previous generation.[2] It emphasises the reader as an important element in the processing of texts. According to Jauss, the reader approaches a text armed with the knowledge and experience gained from interactions with other texts. These earlier texts arouse familiarity for the reader based on expectations and rules of genre and style.[3] Jauss describes it this way, 'a literary work is not an object which stands by itself and which offers the same face to each reader in each period'.[4] Thus reading is not an 'autonomous, free and indiv