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Literature, therefore, is the quintessential space for promoting the meeting and mutual understanding of people through their products, both material and spiritual. It is one of the most powerful systems of communication among people.
People relate to texts in various ways and for different purposes: as individuals, as communities, as nations, as readers, as writers, as teachers. Through literature emerges a view of humanity, not with a singular and unique identity, but with a variety of voices, discourses, and eras.
Texts can highlight various interpretive fields that we cannot approach individually, but collectively and with the mediation of many people and writings. Here lies the role of the teacher, who is neither an omniscient being nor the sole judge of the value of texts. However, they can become a good guide – knowing the path that leads to meaning and interpretation.
A previous perception held that Literature was not exactly a subject because it did not explain anything; it merely "enriched the minds" of students. However, in light of the "interpretative turn" that occurred in the last decades of the 20th century, it became clear that the significant contribution of literature to education is interpretive narration.
The object of interpretation is understanding, not explanation; its tool is text analysis. Understanding is the result of the organization and integration of texts into the appropriate context each time in a disciplined manner. Understanding, in contrast to explanation, does not claim exclusivity. Nor does the interpretation of a specific text exclude other interpretations.
Narratives and their interpretations intertwine with meanings, and these meanings are undoubtedly multiple: polysemy is the rule. The attempt to elicit all possible interpretations and the overlapping readings of literary texts establish narrative as a way of thinking, as a structure for organizing our knowledge, and as a flexible vehicle for the educational and formative process.
Interpretative narration mobilizes all components of cognitive activity: learning, memory, speech, and imagination, and raises questions regarding the construction and negotiation of meanings and the acquisition of symbolic skills. Without the effort for interpretation and meaning-making, there could be no language, no myth, no art – and no culture.
That’s why the most important aspect of teaching literature is not the quantity of texts and the coverage of a curriculum, but the depth, clarity, and control in the use of the proposed interpretative narration each time. The goal is to improve the ability of young people to interpret texts, evaluate and revise the interpretations they provide, and think about what, how, and why they think in this way: in this way, students proceed reflectively, simultaneously examining both what the text says and what they think about it.
Manufacturer
- Author
- Afroditi Athanasopoulou
- Publisher
- Ellinoekdotiki
- Type
- Science of Education
- Language
- Greek
- Cover
- Soft
- Number of Pages
- 415
- Release Date
- 11/2010
- Publication Date
- 2010
- Dimensions
- 17x24 cm
- Award
- -
- Intended for
- For educators
- Educational Level
- -
- ISBN-13
- 9789606738555
Important information
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