{"title":"从认识到理解:英国文学教育的再定位","authors":"MG Prezioso","doi":"10.1080/04250494.2023.2186221","DOIUrl":null,"url":null,"abstract":"ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures of patterns through which readers can examine concepts, events, and experiences. The goal of this article is to define understanding and argue that it is an important yet overlooked dimension of literary education.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"9 1","pages":"135 - 147"},"PeriodicalIF":1.0000,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From knowledge to understanding: a reorientation of English literature education\",\"authors\":\"MG Prezioso\",\"doi\":\"10.1080/04250494.2023.2186221\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures of patterns through which readers can examine concepts, events, and experiences. The goal of this article is to define understanding and argue that it is an important yet overlooked dimension of literary education.\",\"PeriodicalId\":44722,\"journal\":{\"name\":\"English in Education\",\"volume\":\"9 1\",\"pages\":\"135 - 147\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-03-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/04250494.2023.2186221\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/04250494.2023.2186221","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
From knowledge to understanding: a reorientation of English literature education
ABSTRACT In light of recent concerns in the United States and the United Kingdom regarding the rote and restrictive nature of English literature instruction, this article offers an approach to teaching literature rooted not in knowledge, as literary pedagogy is often conceptualised, but instead in understanding. Reading for understanding extends beyond extracting information to creating structures of patterns through which readers can examine concepts, events, and experiences. The goal of this article is to define understanding and argue that it is an important yet overlooked dimension of literary education.