ABSTRACT

It is easy to see that we are living in a time of rapid and radical social change. (Terence)"'

Pas d’au-delà! One more step back, I think, to consider what we may learn to learn of what obstructs our moving ahead, contests a future beyond the aporiai we have learned to recognize. I shall suggest here some of the ways in which Terence’s last play, the Adelphoe, has collaborated with certain histories of reading — which are themselves folded into the play’s text — to shrug off or cancel its productivity as a text. A sketch, then, the outline of which is indicated in my title: serio-comic problems in the valorization of and refusal to valorize textual pedagogy.