ИЗОЛЯЦИЯ КАК ЛИТЕРАТУРНЫЙ И ЖИЗНЕННЫЙ ОПЫТ ЧИТАТЕЛЯ: МЕТОДИЧЕСКИЙ АСПЕКТ

Abstract

Introduction. The paper focuses on the pressing issues of today – the methodological insight into the experience of going through the situation of isolation in its various forms in the literature. The study addresses the concept of “isolation” in an interdisciplinary context: philosophical, social, psychological, cultural, and literary. The methodological aspect is fundamental: tools for the analysis and interpretation of literary texts related to the phenomenon of isolation are developed. The paper aims to identify relevant methodological approaches to the analysis and interpretation of works of the 20th-21st centuries touching upon the isolation issues. Materials and methods. The scientific prerequisite for writing this paper was the International Leiderman Readings in Yekaterinburg, the theme of which was “Isolation as a literary situation”. The methodological precondition and method of diagnosing the perception of the topic were a philosophical essay written by philology students of the South Ural Humanities Pedagogical University and Pedagogical Institute of Irkutsk State University during the period of self-isolation in 2020 and 2022. The multi-vector nature of the concept and the issue of isolation, as well as a variety of semantic facets of the isolation experience in students’ essays dictate a certain choice of literary texts for analysis and interpretation in literature lessons: forced isolation of a person as a form of experiment on him; forced social isolation caused by war; isolation of people due to the epidemic; and finally, psychological isolation of a modern teenager, generated by digital environment. The relevant issues are resolved through the teacher’s use of dialogue-based, reflexive technologies. Results. The study analyzes the cultural and sociological sources of the problem of isolation and indicates its types. The response of modern youth (future teachers of literature) to this problem is revealed and relevant aspects of its interpretation by readers are identified. The selection of texts and methodological technologies for working with the isolation problems in extracurricular reading lessons is carried out. Conclusion: The conclusion is made that it is necessary to familiarize young readers with the phenomenon of isolation in artistic, life, and social aspects. Immersion of the reading student in the literary experience of going through the isolation by heroes of books with reflexive and hermeneutic techniques and techniques of analysis and interpretation of texts actualizes their personal experience and emotional sufferings, thereby expanding their value world and experience of socialization.