Essay Example on Literature Pedagogy: Transforming Teaching through Global Beliefs

Literature pedagogy highlights the beliefs of the proper teaching of literature. Understanding good teaching in literature entails the definition of concepts and diverse orientations that promote the teaching of literature. The teaching of literature presents a nationalist-oriented, cosmopolitan-oriented, world-oriented, and global-oriented approach that enhances the teaching process. The pedagogical approaches influence the global beliefs in teaching and education. The methods recognize the role of teaching in literature in establish education on values that reflects at the national or state level. This paper highlights the relationship between pedagogy and literature and a critical analysis of key themes highlighted in the literature that influence the teaching process and education.

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The concept of love is strongly presented by Roberts (2018) as a pivotal point in teaching and educational perspective. In this context, love has highlighted a teacher based on Father Zosima's experience. According to the text, teaching, understanding, and giving experiences creates a definite knowledge of love. Dostoevsky highlights active love as a source of teaching and educational grounds as cited by advocating for love towards individual beings regardless of their flaws and frailties (Roberts & Saeverot, 2017). The cognitive experience in reasoning provides a basis for reasoning, critical in pedagogical teaching of literature, logic, and thinking (Adhikari, 2019). Roberts also points at the role of active love is convincing and triggering the belief of God's existence and life after death. As cited in the text, love takes different forms with distress over other people’s suffering is also a form of active love. In this light, forgoing individual happiness at the expense of the other people is cited as active love. Therefore, attaining active love entails conquering challenges and embracing persistence and hard work.

Along with love, Roberts (2018), presents an evaluation of attention and education. Attention is cited lie at the epicenter of active love. In this case, attention is also presented as the link to different elements that influence the education process. As highlighted by Roberts (2018), love and attention affect the education process establishing the connection of themes in the various education elements.

The development of reason is highlighted as the basis for advanced learning and participation in active citizens' responsibilities. “What does reason know?” Reason provides for thoughtful and inquiring nature that allows human beings to be rational. Reason facilitates learning, citizen participation, and maintain healthy societies based on democracy. Philosophy of education integrates the themes of rationality, reason, thinking, and logic in facilitating education sessions. The reasoning is cited in various works by scholars who base their argument on assumptions on nature as well as value and consequences emanating from reasoning. The reason is vital in educational development as its application in literature distinguishes the basis of rational and irrational minds.

Part II

The literature's pedagogical learning highlights various themes and the connection of the themes in enhancing the education process (Moskal, 2019). As highlighted in the various texts, the theme of love, attention, and reasoning are presented to influence the education process. Love and attention are intertwined, establishing the connection between the various elements of the education process. Active love focuses on conquering all challenges, which is crucial in the education process. The use of literature in learning triggers critical thinking that enhances the understanding and evaluation of logical situations. Glaser, in the definition of critical thinking, described critical thinking as an attitude that fosters a thoughtful approach to problems as well as subjects that lie within an individual's experience (BorsheimBlack et al., 2014). Besides, critical thinking is highlighted as the knowledge of various methods that provide a basis for reasoning and local inquiry and the relevant skills in applying the methods. The influence of reasoning is based on experience with the reasoning capacity linked to the level of experience. Application of the reasoning and the various techniques in problem-solving is based on previous interactions with similar or related contexts. Reason fosters advanced learning integrating various experiences in devising a solution to new problems through critical thinking. Literature inspires critical thinking by establishing connections between themes and various perspectives. Reason allows for active interpretation of argumentation, information, observations, and communications. Knowledge of the basic elements of communication plays a crucial role in the educational process.

Reason promotes an advanced learning process by triggering thoughtfulness, critical thinking, and rationalism based on the inquiring nature of human beings. According to BorsheimBlack et al. (2014), critical literacy derived from reason promotes engagement of texts based on consumption (listening, reading and viewing), production (writing, designing and speaking), and text distribution for different purposes and to diverse audiences. Critical thinking highlights the various aspects of ideas, as cited by Father Zosima while addressing Kholakhkolav. The interpretation of distress accounts for the feelings of two sides: those suffering and sympathizers. Sympathizing interpreted as a sign of active love, which is advocated for regardless of the emotional impact that may trigger sympathy. Empathy is defined as active love, and hard work, and persistence streamline working towards the returns. However, the returns of hard work and persistence may not be achieved in the short run. The educational process relies on the accumulation of experience, which provides the basis for critical thinking and devising new approaches towards a particular challenge. Critical literacy is derived from reason foster learning and teaching student involvement in critiquing and understanding literature. The concepts presented in various literary works require significant engagement and thinking capacity, which is triggered by thoughtfulness and rationality in establishing arguments towards a piece of literature. Teaching and learning of literature borrow the concepts of love and attention, which are cited vital in establishing the key elements of the educational process (BorsheimBlack, Macaluso & Petrone, 2014). The creation of common understanding drives the healthy existence of democratic societies through informed decision-making and active love on the community's roles. The interactions with nature build the value of reason by improving the experiences, which form the basis for logical thinking.

On the other hand, the consequences of reason are defined through efficiency in advanced learning, which involves critical and logical thinking as well as rational decision making. Active citizenship and healthy democratic societies are derived from rational thinking, an important aspect of reason, and educational development. Understanding literature follows the understanding of different aspects of literature that trigger rational and irrational minds. Rational and irrational thinking borrows from the individual experiences in connection to the experiences in literature. Philosophy of education identifies the theme of reason, rationality, thinking, and logic among the key factors that influence the learning and teaching of literature.

Conclusion

Love and attention contribute to the education process, with active love hidden from the public. According to Roberts (2018), attention is a just and loving gaze focused on reality at a personal level. Attention is cited as an act of love that connects individuals. Accommodating unbearable character to hide prejudice and embrace positivity is highlighted as a form of attention which drives the sense of love. Similarly, learning can take the same approach with an unaccommodating learning environment incorporated and appreciated in the education process. Attention drives the capacity to love and establish common themes in literature. Attention is presented as a form of seeing, looking, and can involve an inners struggle that is educative. Dostoevsky and Murdoch highlight, an approach of active love with Dostoevskys’ approach, hinting at active love as humble, nonjudgmental, and accepting others regardless of their flaws (Roberts & Saeverot, 2017). Murdoch's illumination of active love hints at attention as a non-ending form of work.

References

Adhikari, B. R. (2019). Literature in the Language Classroom: Roles and Pedagogy. Journal of NELTA Gandaki, 1, 1-10.

BorsheimBlack, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy, 58(2), 123-133.

Moskal, N. A. (2019). “I’m Gonna Buy All These Books!”: Reality Pedagogy and Literature Circles. English Journal, 109(2), 54.

Roberts, P. (2018). Love, attention, and teaching: Dostoevsky's The Brothers Karamazov. Open Review of Educational Research, 5(1), 1-15.

Roberts, P., & Saeverot, H. (2017). Education and the limits of reason: Reading Dostoevsky, Tolstoy, and Nabokov. Taylor & Francis.