A Pedagogical Examination of Literature-Based Programs in Fostering Analytical Abilities in Higher Education

Abstract

Literature plays a fundamental role in the process of teaching and learning because it is an effective teaching tool that provides multisensory classroom experiences. It is a learning methodology that can be applied in various fields to nurture students’ high order thinking and reflective reasoning. Beyond its significance in improving language competency, literature stimulates students’ cognitive abilities as it necessitates them to go beyond the text surface to comprehend the hidden meaning and messages that lie beneath the literal surface of the literary works. To do so, students go into a mental process of analyzing, connecting and evaluating the literary texts. This study investigates the efficiency of incorporating literary texts into instructional programs to boost students’ analytical skills in different educational areas. The findings of the study indicated that students enrolled in literature-based programs showed better reflective thoughts, wilder imagination, intensified abilities in reasoning and evaluation. Furthermore, riveting diverse literature serves in providing students with a platform of discussion on identity, culture, sense of belonging and power dynamics. This inclusive learning process can enhance the curriculum and equips students with the required abilities to move from passive to active learning.