Reading texts, reading people: Cognitive literary science and pedagogy

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Arts and Humanities in Higher Education Pub Date : 2021-04-29 DOI:10.1177/14740222211013757

Amanda Tucker

引用次数: 1

Abstract

Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.

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阅读文本，阅读人:认知文学科学与教育学

认知文学科学探讨了文学阅读与社会认知之间的复杂关系。然而，这部关于阅读文学的有见地的作品经常与关于文学教学的讨论拉开距离。本文讨论了一项教学研究的结果和后果，该研究分为文学入门课程的两个部分，该课程围绕认知文学研究进行了重新设计。收集和分析定性和定量数据，以了解植根于认知文学科学的教育学是否会影响学生的视角选择。本文还说明了如何将这种教学实践纳入任何本科文学课程中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.