Publication Details
Abstract
This article explores the role and significance of neuro-pedagogical technologies in literary education, with a particular focus on their impact on developing competencies in deep literary comprehension. The author analyzes the cognitive and affective mechanisms of neuro-pedagogy and their influence on aesthetic perception, reflective reading, and the process of creating personal meaning. The article discusses methods that are in line with brain activity in the understanding of literary texts, methods that rejuvenate emotional perception and tools that initiate visual and sensorimotor activity in order to enhance a learner activity. It also provides new directions in the installation of literary competence through neuro-thinking, neuro-imaginary, and neuro-interpretation approaches.