Because it enables students to develop spiritually, humanitarian education is one of the most important parts of a child’s formal education. The study of literature, which contributes to the formation of a person’s values and general culture through the medium of the written word, is a component of the educational programme that makes up the humanitarian cycle.
It is required to develop a coherent concept for the teaching of literary education in secondary schools since it is supplied by a number of different themes. Because of this, it is essential that a concept be developed, so that students will not need the assistance of professional paper writers and will be able to cope with literature essays on their own.
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The relevance of the new Concept of Literary Education is caused by many factors:
- the absence of uniformity and continuity across a wide variety of programmes and textbooks for academic fields that are responsible for providing literary instruction;
- The substantial overloading of literary courses, as well as the inconsistency of the works given to them in relation to the age features of the students, both of which contribute to a diminishing interest in reading;
- the importance of ensuring that children and young people fully absorb the linguistic and cultural riches that are shared by people from all over the world;
- the significance of advancing contemporary society’s overall culture as well as its morals to a higher degree;
- the fast advancement of computer technology, mass media, and audio and video productions, which compete with books for the attention of youngsters;
- the necessity of cultivating within the younger generation an active and engaged civic viewpoint;
- the implementation of specialist training and other such initiatives.
The new Concept of Literary Education aims to implement the challenges that are faced by the modern comprehensive school as a school for the formation of a new generation of personalities with a high humanitarian culture and civic responsibility, the need to preserve national identity, and the spiritual ideals of Slavs in a globalised world. The goal of the new Concept of Literary Education is to create a school that can fulfil all of these responsibilities.
In light of recent feedback from academics, methodologists, educators, and students themselves, the secondary school curriculum’s approach to teaching literature to pupils aged 11 is currently through a period of reimagination.
The main tasks of the new Concept of Literary Education are:
- creation of common methodological principles for courses that provide literary education in schools – those that will allow the spiritual and aesthetic potential of creative literature to be revealed while also ensuring the most comprehensive and quality instructional function of literature;
- recognising and incorporating the several aspects of literary education as well as the content of these aspects;
- throughout each level, a description of the phases, the organisation, and the strategic responsibilities that are involved in literary education;
- the students’ literary education must to be maintained and related to other aspects of their studies throughout the duration of their courses.
The essence, purpose and task of literary education
An educational system that focuses on the study of literature inside regular educational institutions is known as literary education.
The literary education of students in secondary general educational institutions, which begins in the fifth grade and continues through the 11th, is provided by educational disciplines such as “literature,” “World Literature,” an integrated course for general educational institutions called “literature (native and world)” with instruction in languages that are typically employed in education, as well as optional courses and electives.
Both “national literature” and “global literature” are subjects that must be studied in educational institutions that utilise the official language of the state for instruction purposes. It is recommended that students studying English as a second language pursue “native literature” and “literature (native and global)” at the same time.
Students and parents attending secondary general education institutions have access to a wide variety of electives and optional courses that can provide a more in-depth understanding of historical literary periods, literary trends, currents, and genres, literary connections to other forms of art, and the work of individual writers from a variety of countries and cultures (especially those whose lives and activities are connected with the country).
Literary education helps students develop holistically by establishing their place in a large multicultural and multilingual space, encouraging a love of books and an interest in the spiritual heritage of their country and humanity, and encouraging respect for people of differing backgrounds and perspectives. The literary achievements of native literature, literature from other countries, and literature from around the world are presented to modern students in educational disciplines that provide literary education.
Literature instils in its readers a passion for language and culture, and it does so in a way that is both literal and symbolic. This is one of the many ways that literature accomplishes this goal. Through reading the works of authors from all across the state, students are able to develop a deeper appreciation for the myriad of cultural traditions that exist across the nation. Children’s literature from all over the world can help instil in them a feeling of global citizenship by exposing them to a wide variety of nationalities, races, and cultures from different parts of the world.
The main goal of literary education
The fundamental objectives of a literary education are to instil students with a humanistic perspective, general culture, and personal aesthetic preferences. A critical and creative thinker who is capable of thinking for themselves independently is another important goal of literary education.
The focuses of literary education include the students’ personalities (including their spiritual and emotional worlds, moral values and orientations, creative thinking and imagination, reading ability, and public speaking skills), moral values and orientations, and moral values and orientations.
An education in literature focuses not just on the most important books ever written but also on the authors who wrote them, who hail from a diverse spectrum of cultural and racial origins.
Works that are considered must fulfil a number of criteria in order to be considered. These criteria include: high artistic and aesthetic quality; humanistic content that encourages students’ spiritual self-determination; high pedagogical value and a significant educational effect; prominent representativeness; psychological conformity to the age period; and a certain volume of publications.
Through the study of literature in schools that look to the best works of excellent literature as models, students are given the opportunity to develop personalities that are imaginative, liberated, spiritually abundant, independently thinking, and morally secure. The characteristics of a truly global citizen include having respect for one’s own culture as well as being able to learn from, as well as appreciate, the contributions made by other civilizations. A person who takes pride in their national identity while also recognising their place as a member of the international society is called a global citizen. In order to be a good citizen, one has to have the strong desire to work and live for their nation.