TRAINING OF AN IMPLIED READER AS A GOAL FOR LITERARY EDUCATION AT TERTIARY LEVEL

Authors

DOI:

https://doi.org/10.20535/2410-8286.109874

Keywords:

higher education, literary education, implied reader, literary work, the receptive poetics, slow reading, systemic approach, psychological tools

Abstract

New goals for literary education at tertiary level have been emphasised from the perspective of the secondary school reform in Ukraine. A literature teacher’s meta objective is to educate “an implied reader” who is able to perceive and understand a literary work accurately, and who has a competency for the adequate analysis of artistic tools and means to establish the message of a literary work implied by its author. This paper aims at examining the issue of the training of an implied reader as a goal for contemporary literary education. The receptive poetics is claimed to be an essential component of the analysis of the implicit meanings in a literary work. The mechanism of the implicit meanings generation is described in the process of the reader’s reception actualisation. Modelling how the reader’s associations emerge also requires the application of psychological tools (namely the reverse funnel effect). The strategy of slow reading allows to deeply specify every artistic tool and significant detail, and the analysis of their functionality allows readers to understand the mechanism of the main message creation. The awareness of the importance of the above mentioned methodological approach opens up new research perspectives, with the methodology for a literary work academic analysis being one of the most urgent.

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Author Biography

Mariia Foka, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University

PhD, Postdoctoral Student of Ukrainian and Foreign Literature Chair, Department of Philology and Journalism

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Published

2017-12-27

How to Cite

Foka, M. (2017). TRAINING OF AN IMPLIED READER AS A GOAL FOR LITERARY EDUCATION AT TERTIARY LEVEL. Advanced Education, 4(8), 21–27. https://doi.org/10.20535/2410-8286.109874

Issue

2017: Issue 8

Section

Education

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Copyright (c) 2017 Mariia Foka

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