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.

KEYWORDS:

• English Education
• literature
• understanding
• knowledge
• curriculum development

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

MG Prezioso

MG Prezioso is a doctoral student at the Harvard Graduate School of Education, where she focuses on the intersection of literature and psychology. Specifically, she researches children’s story world absorption, as well as how literature contributes to students’ intellectual and personal development. She received her Ed.M. in Language and Literacy from the Harvard Graduate School of Education and holds an undergraduate degree from Harvard College in English literature.