Concept analysis on literature lessons: the text emotiogenicity of the prose poem "To the Memory of U. P. Vrevsky" by I. S. Turgenev

Abstract

The paper considers the St. Petersburg concept of emotional intelligence development as a promising approach to implementing linguoconceptology in education. The aim of the study was to test a concept analysis model built on the technology of mastering the key concepts of Russian culture and the theory of multiple intelligencies proposed by Howard Gardner. The three scientific approaches – emotional intelligence theory (D. Goleman), linguoconceptocentric theory (N. L. Mishatina) and classical hermeneutics (F. Schleiermacher) constitute the methodological framework of the research. From the standpoint of hermeneutics, investigating how learners understand and interpret the emotional concept ‘the images of the lyrical hero and the heroine’ in the prose poem "To the Memory of U. P. Vrevsky" by I. S. Turgenev highlights their progression from the formation of one emotional competence to another and finally to building and developing emotional intelligence. In the course of the hermeneutical study the lyrical hero’s image is considered from the viewpoint of the emotional linguistic persona; the text of the poem is discussed as an emotiogenic text. Within the framework of laboratories-studies a system of tasks was developed to form and develop learners’ emotional intelligence. The metaphors created by the teacher and the students as well as the text of a concept-centric essay comprise the results of doing the abovementioned tasks during laboratories-studies. Our data provide evidence that conceptual analysis enables learners to decode the emotional content of the author’s values and implications. The development model of emotional intelligence based on hermeneutical conceptual analysis provides an opportunity to internalize and reinterpret iconic cultural texts, bridge the cultural generation gap and put Generation Z into the context of world history.