Problems Of Handling Linguistic And Literary Material In Higher Secondary Education (View Of Synchronicity)

Abstract

Education, being a fundamental pillar of a nation's prosperity, plays a crucial role in molding and nurturing a robust and capable society. This study centers on the integration of student-centric teaching in the context of Albanian language and literature education, aligning with hermeneutic principles emphasized by Kalaga for approximately 25 years. The overarching aim is to enhance the effectiveness and relevance of educational practices by incorporating contemporary insights from cognitive sciences, sociolinguistics, pragmatics, literary criticism, and communication theories. The study employs a layered approach to literary analysis, exploring both synchronic and diachronic dimensions. Synchronically, students adeptly navigate semantic, semiotic, and stylistic expressions within texts. Diachronically, a comparative evaluation unfolds as students critically assess messages across different texts, fostering reflective self-assessment of their engagement with Albanian literature. The research establishes a hierarchical verification sequence, guiding students through individual reading, interpretation, hermeneutic dialogues, and critical evaluation. A dynamic dialogue emerges as students connect texts both synchronically and diachronically, delving into personal and national per[1]spectives. The study concludes with a call to action, advocating for the integration of these dimensions into literary analysis to enhance students' comprehension. This approach not only transforms language and literature studies into a holistic academic pursuit but empowers students to navigate diverse landscapes of thought and expression within the Albanian cultural context. The results affirm that a student-centered approach, enriched by interdisciplinary insights, deepens understanding and cultivates critical engagement in the study of Albanian language and literature.