INTEGRATIVE EDUCATIONAL ACTS IN THE STUDY OF LITERATURE
INTEGRATIVE EDUCATIONAL ACTS IN THE STUDY OF LITERATURE

Summary/Abstract: Teaching literature may not be seen as different from teaching other subjects until actually doing it. This paper is based on research in the adult education area and it attempts at looking into the reasons why the predicted outcome of such an endeavor does not always happen, no matter how well-planned the lecture might be. There is still a strong belief that individual work or home assignments support the reinforcement of knowledge and skills, and this hope may even further be stretched by supposing that learners get critical thinking and analytical skills primarily in this way. Without trying to debunk such a positive outlook of this matter, there is an issue that may deserve more attention not only because it is recent, but also for its impact on the style of teaching and learning, which is the holistic or integrative theory and practice for excellence in education in contemporary pedagogy. Since this theory cannot stand alone without a curriculum designed for it, the scope of this paper will be limited to the contextual study which can be implemented only without formal prerequisites. After presenting this approach, the benefits of looking into literature in a broader framework will show themselves.

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