«Το αγόρι με τη βαλίτσα» συναντά τη δημιουργική γραφή στον δρόμο της ανακαλυπτικής μάθησης και της λογοτεχνικής θεωρίας

Περίληψη

This paper sets out to describe and analyze issues relating to the creative and exploratory reading of literature from the perspective of cognitive psychology and literary theory with the assistance of creative writing. In this direction, teaching actions and creative activities based on the theoretical assumptions of J. Bruner’s Discovery learning are presented. In the active and discovery process, the contribution of W. Iser’s Reading-response theory plays important role. Additionally, creative writing as an educational tool supports the discovery act of reading, since it helps students to decode the symbols of the text, understanding the strategy of its design and the rearrangement of the narrative material, turning them into suspicious readers with love for reading. Mike Kenny’s book of children’s/adolescent literature Boy with a Suitcase that dreams fairy-tale voyages like Sinbad the Sailor was chosen as a reference text. But his own journey is different!

Key-words: Discovery learning, Reading-responses theories, Creative writing,

Teaching of literature