By Neil Perryman, Sue Perryman
One woman's tremendously sweary, thoroughly unofficial, yet sometimes insightful advisor to the 1st 26 episodes of the cult BBC technology fiction sequence Blake's 7. This booklet collects the 1st 1/2 the reasonably winning Adventures with the spouse and Blake weblog ('The method Back' to 'Star One') and contains a new creation, particular episode annotations and a foreword by way of Gareth Roberts.
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Additional resources for Adventures With The Wife and Blake, Volume 1: The Blake Years
Producing a play or a musical composition affords a paradigm example of the circumstance. For the most part we are here not trying for historical authenticity but for the enlistment of interest. We are not addressing issues of scholarship but issues of edification or entertainment. And so, authorship (and with it context) becomes of subsidiary importance-and imaginative creativity COlnes to the forefront. Where this sort of enterprise is at issue, the free-wheeling inventiveness envisioned by deconstructionisms has something to be said for it.
Their claims to contextual coherence And here the plausibility (or truth) of the substantive claims at issue is not enough. For informativeness too is of the essence. Neither do we want truth that is not instructive in the context, nor yet truths that are trivial and insignificant. The best interpretation is one that affords optimal balance among such desiderata. The most sensible approach to the existence of a variety of alternative text interpretations is thus what Inight be called the coherence theory of interpretation.
The taking of a doctrinal stance is-or thus as on any substantive philosophical issue-the exclusive prerogative of particular doctrinal posi- 50 INTERPRETING PHILOSOPHY tions. Philosophy-at-Iarge takes no positions-only particular philosophical doctrines are able to do so. In philosophy as in politics there are only individual positions not collective ones-the community as a whole is too diversified, too balkanized for doctrinal coherence. We can say what philosophers teach, but not what philosophy teaches.