DAMAGED IMPACT OF POOR LITERARY ENVIRONMENT ON HUMAN INTELLIGENCE AND LEARNING ABILITY

Abstract

The article is devoted to the research of factors influencing the success (continuity, sustainability and long-term) of internalization, that is, the transformation of external knowledge into internal knowledge. The process of internalization is the goal of education and the meaning of the educational process. Among the factors contributing to the success of internalization, the most important is a person’s natural sensitivity. It is expressed, among other things, in a person’s increased or decreased sensitivity to the perception of culture as a system and to the assimilation of cultural codes. The research revealed that such an aspect of culture as the literary environment can have a damaging effect on a person’s intelligence and ability to learn if it is impoverished. It can also have a creative effect if the environment is enriched. Reading and understanding literature allows a person to see society not as a conceivable unity that does not exist in reality, but as a collection of people united by a variety of social connections. Society, thus, appears as a network, and its perception forms in a person the systematic thinking necessary for carrying out any educational activity. The research showed that an impoverished literary environment, on the one hand, can be a fact of a person who does not have high cultural sensitivity. On the other hand, it can be a fact of the education system, in which attention to literature is significantly reduced. All this directly affects a person’s ability to accept and assimilate new knowledge. At the end of the research, it was concluded that literature, both written in the native language and translated, enriches the cultural environment in which a person lives. It has a creative effect on a person’s intellect and is a positive factor in his learning. Reading and understanding literary works forms continuous and sustainable systematic and critical thinking.