Search Results (24)

This article explores the often-overlooked question of how literary reading might give rise to experiences that readers themselves identify as spiritual. Framed by William James’s account of “mystical susceptibility” and recent psychological models of spirituality as altered states of consciousness involving shifts in perception, affect, and cognition, the essay asks how engagement with narrative may occasion such states. Drawing from selected examples and critical traditions, it examines the conditions under which reading becomes spiritually resonant. Theologically, the piece considers the formation of attentiveness and imaginative receptivity in writers such as Teresa of Avila and Jessica Hooten Wilson. From affect theory, it engages Rita Felski’s language of enchantment; from cognitive studies, it draws on empirical approaches to literary studies and Tanya Luhrmann’s work on absorption and the cultivation of spiritual perception. By drawing attention to absorption as a psychological and aesthetic phenomenon, this article suggests a renewed interdisciplinary approach—one that connects empirical studies of attention and transformation with older theological and affective insights. In this way, literature may be examined not as a site of doctrinal meaning or subjective feeling alone, but as a form of engagement capable of opening readers to spiritual insight whose impact might be measured through qualitative means. Full article

This article re-examines Julio Cortázar’s “Continuity of Parks” (1956) and “Instructions for John Howell” (1963) through the lens of reader-response theory, hermeneutics, and cognitive narratology. Traditionally viewed as examples of the fantastic, these stories are interpreted here as complementary explorations of passive and active reading, offering a literary dialectic that parallels the reflections articulated in Cortázar’s Rayuela [Hopscotch] (1963). Drawing on Wolfgang Iser’s theories of textual gaps and reader cooperation, Paul Ricoeur’s hermeneutics of appropriation, and more recent approaches to cognitive immersion and narrative engagement, this study argues that both stories dramatize reading as an ethical and political act. “Continuity of Parks” illustrates the dangers of uncritical textual consumption, culminating in the protagonist’s epistemic and existential annihilation, while “Instructions for John Howell” presents a model of insurgent readership, where the spectator’s appropriation of the play foregrounds the risks and possibilities of narrative intervention. By analyzing the use of metalepsis, destabilized focalization, and narrative layering in these stories, this article highlights how Cortázar anticipates contemporary concerns regarding reader agency, interpretive autonomy, and the sociopolitical implications of literary engagement. Full article

This study explores how artificial intelligence (AI) technologies can be theoretically integrated into literature curriculum development, using the works of Anton Chekhov and Lu Xun as illustrative case texts. The aim is to reduce barriers to language and cultural understanding in literature education and increase the efficiency and accessibility of cross-cultural teaching. We used natural language processing (NLP) techniques to analyze textual features, such as readability index, lexical density, and syntactic complexity, of AI-generated and human-translated “The Chameleon” and “A Madman’s Diary”. Teaching cases from universities in China, Russia, and Kazakhstan are reviewed to assess the emerging practice of AI-supported literature teaching. The proposed theoretical framework draws on hermeneutics, posthumanism, and cognitive load theories. The results of the data-driven analysis suggest that AI-assisted translation tends to simplify sentence structure and improve surface readability. While anecdotal classroom observations highlight the role of AI in initial comprehension, deeper literary interpretation still relies on teacher guidance and critical human engagement. This study introduces a conceptual “AI Literature Teaching Model” that positions AI as a cognitive and cultural mediator and outlines directions for future empirical validation. Full article

The Harry Potter fandom community around the world prefers a universe of wizards and witches that includes all people, but also has concerns about the author’s perspective regarding gender identity. This disjunction paralyzes the cultural reader with moral confusion, which is a danger to their emotional investment in the text. Although scholars have analyzed this phenomenon using fragmented prisms, such as social media activism, cognitive engagement, translation, pedagogy, and fan creativity, there is no unifying model that can be used to understand why reading pleasure endures. This article aims to fill this gap by examining these strands of research in a divergent manner, adopting a convergent mixed-methods study approach. Based on neurocognitive (EEG) values, cross-cultural focus groups, social media analysis, and corpus linguistics, we outline the terrain of reader coping mechanisms. We identify separate fan fractions and examine the corresponding practices. The results are summarized by proposing a model called the MDRL (Moral dissonance repair loop) which is a theoretical model that shows how translation smoothing, pedagogical reframing and fan-based re-moralization interact with one another in creating a system that enables the reader to be collectively able to obtain their relations with the text back to a manageable point and continue being engaged. This model makes a theoretical contribution to new areas in the study of fans, moral psychology, and cognitive literature. Full article

Recent cognitive literary studies of fiction have begun to reveal patterns in the ways authors engage readers’ bodily and environmentally grounded imaginations. This study brings fiction writers’ craft knowledge into conversation with neuroscientific, cognitive, and literary studies of multimodal imagery and other embodied responses to fiction reading. Developed through years of literary experiments, craft knowledge involves using language not just to engage readers’ senses but to broaden their understandings of how senses work. A close analysis of Edwidge Danticat’s craft techniques in Breath, Eyes, Memory (1994) affirms some recent literary and scientific findings on how language can activate readers’ sensory and motor systems. Danticat’s cues to readers’ imaginations present a relational, environmentally engaged kind of sensorimotor experience that may widen scientific understandings of how sensory and motor systems collaboratively ground cognition. By helping diverse readers imagine a young Haitian American woman’s movements, sensations, and emotions, Danticat’s craft also does political work, depicting the inner lives of characters under-represented in widely published fiction. Full article

Literature education is often justified by its presumed cognitive, social, and developmental benefits. However, little research has explored how students themselves perceive the relevance of literary reading in both educational and leisurely settings. This study surveyed 1641 Dutch upper-secondary students (grades 10 to 12) across various academic tracks. A self-completion questionnaire was used to assess students’ justifications for mandatory literary reading and their evaluations of 20 benefits associated with reading literature. Most students supported the government mandate to read literature in school, primarily justifying it by functional benefits, such as improving language skills and general reading proficiency. Cultural, social, and psychological justifications (e.g., fostering empathy or enhancing political awareness) were deemed less persuasive. Significant group differences emerged, with girls, 12th-grade students, and frequent leisure readers finding the benefits of literary reading more compelling than boys, 10th-grade students, and non-readers. Teachers tended to underestimate the persuasiveness of certain justifications, particularly those related to concentration and complex interpretive skills. The study shows that students predominantly view literature education through a qualification-oriented lens, emphasizing its instrumental value. Hence, literature education could place greater emphasis on fostering ethical awareness and social understanding to counter students’ predominantly functional perceptions of literary reading. Moreover, this study confirms the divide students experience between school-based and leisure reading: even enthusiastic readers rarely attribute more personally oriented justifications, such as relaxation and escapism, to school-based literature reading. Full article

Transmodality—the process of transforming a text or section of a text into another mode or modes—enables readers to engage deeply and imaginatively with literature through interpretation and response. It is a valuable pedagogical approach in initial teacher education, where pre-service teachers are developing dispositions towards reading and cultivating knowledge of literature. In this article, two case studies are presented of undergraduate and post-graduate courses that aimed to engage pre-service teachers with children’s literature by asking them to respond to texts through embodied and multimodal modes. The work is underpinned by theories that highlight the role of semiotic modes in reading and writing, with a focus on the gestural, spatial, and auditory modes. The first case study examines the ways in which gesture and space worked to create multimodal ensembles that communicate and make meaning. The second case study considers pre-service teachers engaged in transferring meaning across linguistic and aural modes as they read a classic literary text and composed a soundscape. In both cases, we consider how mode-switching developed and demonstrated pre-service teachers’ aesthetic, cognitive, and affective engagement as part of their embodied experience with literary texts. This research has implications for the way teachers and teacher educators can inspire engagement with children’s literature through embodied and multimodal ways in English curriculum contexts and initial English teacher education. Full article

The scientific literature has evidenced that certain educational and dialogic actions have been successful at increasing the quality of social interactions and improving mental health, among other beneficial aspects. One of these dialogic actions is the dialogic literary gathering (DLG). The impacts of DLGs have been demonstrated in Europe and South America but have yet to be explored in Eastern culture. The goal of the current study was to analyze the transferability of DLGs within South Asian culture in Pakistan. Specifically, the aim was to identify how the DLGs impacted the social interactions of middle-aged to older adults who were caregivers for children with disabilities. This research used a qualitative case study design with a communicative methodology to study a group of adult family members at a special education school who participated in the DLGs. Data collection included interviews, focus groups, and observations, and a thematic analysis was carried out. Based on the analysis, four broad categories emerged: cognitive engagement, mental well-being, self-development, and social–emotional experiences. Overall, the results demonstrate that the DLGs facilitated positive self-changes among participants, enabling them to experience and express a wide range of emotions through social interactions. Full article

For authors who revisit their experiences of childhood to write stories for young readers, imaginatively drawing on memories plays a prominent role in the creative process. Whereas connections between memories and narratives have featured in literary studies and children’s literature studies, the unfolding of negotiations between memory and imagination as authors create narratives of life writing is underexplored. This article examines how negotiations of memory and imagination unfold on paper during the writing processes for Roald Dahl’s Boy (1984), David Almond’s Counting Stars (2000), and Jacqueline Woodson’s Brown Girl Dreaming (2014). While positioning itself in the field of cognitive literary studies and the archival study of creative writing processes, this article aims to generate insights on the reconstructive approach to memory, which considers episodic remembering as imagining the past. By transposing the study of the dynamics of writing processes, or genetic criticism, to children’s literature, I explore notes, mindmaps, manuscripts, and typescripts held at the archives of Dahl, Almond, and Woodson to chart how they imaginatively incorporate memories of their youth into their life writing. As such, this research informs understandings of the narrative genesis of the authors’ works, while drawing on the manifestations of their literary creativity in an attempt to broaden knowledge regarding memory and imagination. Full article

Background: In contrast to most other languages, where the spoken and written words are similar, children that have mastered Spoken Arabic (SA) learn to read a new written form of Arabic usually called Literary Arabic (LA). This phenomenon is called “diglossia”. Methods: Based on a series of studies comparing monolingual Arabic speaking and bilingual children, it has been suggested that Arabic speaking individuals develop metacognitive abilities that are considered bilinguals de facto. Some of the cognitive functions that would seem to benefit from fluency in more than one language are metalinguistic and metacognitive awareness. Results: This review article summarizes the results of studies on the relationship between bilingualism, diglossia and executive functions (EFs) which involve metacognitive awareness, selective attention, control of inhibition and cognitive flexibility as well as working memory (phonemic manipulation and metalingual performances). Conclusions: The findings are in line with research results that have shown that bilingualism has a positive effect on the functioning of an individual’s attentional system across the lifespan. The neural basis of diglossia in Arabic, as well as the conclusions and implications drawn from the impact of diglossia on EF and on reading in Arabic, are discussed. Full article

Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided. Full article

It is a matter to ponder that, among the three Abrahamic monotheisms, Islam places the greatest ontotheological distance between the human and the divine. While God is the ground of being Muslim, Islam excludes theophany and prohibits any tangible association between the divine and anything in the material world. God’s mode of manifesting Himself to His creatures has consisted of the most fleeting and discorporate of all means of communication, namely, sound. His words gathered in the Qur’an thus form a non-solid verbal bridge crossing over that unfathomable distance. One could then think that the relationship between the unique Creator and His creatures relies only on the strength of a blind faith founded on a dry, discursive pact. Arguing his “idea of an anthropology of Islam”, Talal Asad did posit that this religion and its culture form “a discursive tradition”. Exclusively focused on the mental modes of knowledge acquisition, this cognitivist verbalist characterization has become a certitude in Islamic studies at large. Yet, it is only a half-truth, for it overlooks the emphatic involvement, in the definition of this tradition of Islam, of the non-linguistic phenomenality of experience that implicates the pre-logical non-cognitive double agency of affect and sensation in the pursuit of divine knowledge. This article expounds this phenomenology of the Qur’an in using an innovative combination of philosophical and literary conceptualities, and in addressing some hermeneutical problems posed by the established Quranic studies. Full article

Recent decades have witnessed the coming of age of ‘literary gerontology’, a discipline situated at the intersection of literary studies and gerontology. A key argument of this research is that literature and literary criticism can highlight the complexities and ambiguities of age, ageing and later life. As such, the discipline insists on the relevance of literature within the field of gerontology. This study explores this claim from an interdisciplinary perspective and presents the key findings of an exploratory collaboration between researchers representing literature studies, anthropology, history, public health and medicine. The members of the research team took part in a joint reading, analysis and discussion of Danish author Ane Riel’s novel, Clockwork, which depicts an ageing protagonist’s reconcilement with old age and death. These efforts resulted in dual dimensions of insight: a realistic dimension, which may be interpreted as a confirmation of the existing knowledge of ageing and wellbeing, characterized by physical and cognitive challenges; and an imaginary dimension, a type of knowledge distilled in the interaction between the reader and the literary work. The reader can be seen to be tasked with identifying with the protagonist, with this process providing a hitherto unknown perspective on how ageing is experienced, how it feels and what it means. The study exemplifies an approach fostering cross-disciplinary inspiration, which may stimulate novel research hypotheses and ultimately inform public health thinking and medical practice. Full article

The purpose of this article is to examine the current literature regarding the relationship between adverse childhood experiences (ACEs) and environmental exposures. Specifically, the paper will focus on how this relationship between ACEs and physical environmental factors impacts the neurocognitive development of children. With a comprehensive literary search focusing on ACEs, inclusive of socioeconomic status (SES), and environmental toxins common in urban environments, the paper explores how these factors contribute to cognitive outcomes that are associated with the environment and childhood nurturing. The relationship between ACEs and environmental exposures reveals adverse outcomes in children’s neurocognitive development. These cognitive outcomes include learning disabilities, lowered IQ, memory and attention problems, and overall poor educational outcomes. Additionally, potential mechanisms of environmental exposures and children’s neurocognitive outcomes are explored, referencing data from animal studies and evidence from brain imaging studies. This study further analyzes the current gaps in the literature, such as the lack of data focusing on exposure to environmental toxicants resulting from experiencing ACEs and discusses the research and social policy implications of ACEs and environmental exposure in the neurocognitive development of children. Full article

The purpose of this study was to verify the relationship between the risk of smartphone dependence, mental health, and personality traits in university students using the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF), and to identify the MMPI-2-RF scales that can predict the risk of smartphone dependence. Of the 772 university students who participated in the study, 163 were in the smartphone overdependence group, accounting for 21.1% of the total survey respondents, which was one in five of those surveyed. High T-scores on the measure indicate greater psychopathology. The smartphone overdependence group had significantly higher T-scores than the general user group on all but three of the MMPI-2-RF scales, and the degree of smartphone overdependence was positively correlated with scores on these scales. There was no difference between the dependent and non-dependent groups on the interpersonal passivity, aesthetic-literary interest, and aggression scales, and scores on these three were not correlated with smartphone dependence. Among the MMPI-2-RF scales, those found to predict the risk of smartphone overdependence were the emotional/internalizing problems, behavioral/externalizing problems, antisocial behavior, cognitive complaints, helplessness/hopelessness, inefficacy, juvenile conduct problems, aggression, interpersonal problems, disconstraint, negative emotionality/neuroticism, and introversion/low positive introversion/low positive emotionality scales. Based on these findings, we propose that effective prevention and intervention for smartphone overdependence must be comprehensive and holistic rather than focusing on specific aspects of mental health or personality. The implications of the findings are discussed. Full article