{"id":1199,"date":"2014-05-09T19:13:00","date_gmt":"2014-05-09T19:13:00","guid":{"rendered":"https:\/\/dpir.am\/?p=1199"},"modified":"2023-05-10T19:14:14","modified_gmt":"2023-05-10T19:14:14","slug":"reading-is-your-right-and-the-real-opportunity-for-cognition","status":"publish","type":"post","link":"https:\/\/dpir.am\/?p=1199&lang=en","title":{"rendered":"Reading is your right and the real opportunity for cognition"},"content":{"rendered":"\n

Translator: Yura Ganjalyan<\/em><\/strong><\/p>\n\n\n\n

We have written and discussed a lot about the importance and organization of reading but this is nonstop work and we have a lot to say as well. I want to summarize it from gathering to gathering. I suggest reading Hasmik Ghazaryan’s article\u00a0\u00a0A Bouquet of World Literature in Two Months<\/a>,<\/em>\u00a0Mortimer Adler’s\u00a0How to read a book?<\/em><\/a>,\u00a0<\/em>my articles\u00a0Again about projects on reading\u00a0<\/em>and\u00a0Why to read?\u00a0<\/em>Let’s reread them, summarize and again rebound to the right of reading and its organization.<\/p>\n\n\n\n

How to act so that we might not violate the reader’s inalienable rights? How to make the learner read both voluntarily and with love escaping stereotypes? How to have the learner assimilate the subject syllabus or realize what to assimilate and how to do it on his\/her own? These seemingly rhetorical questions become solvable and visible when we are working with an individualized educational model. What do we understand by saying an individualized educational model? By saying it we mean an educational process in the centre of which is the individual with his\/her interests, requirements, success and failures.  I\u2019d like to mention that by saying a learner we do not mean a group of \u201cselected\u201d children: our learner is a teenager with different interests and capabilities, faults and shortcomings, progress and success, whose educational progress and failures are concrete and visible (you may see the learners\u2019 blogs<\/a>). The group consists of individuals having quite different interests, skills, ambitions, literary taste and art perception. Having a definite choice of literature and following the basic conceptions of our educational program, our task is to organize the reading of different individuals simultaneously. Everything begins with overcoming the teacher\u2019s ego and realizing that the learner should have his\/her own opinion (an opinion which might be unacceptable by the teacher) and the chance to express it. Ego overcoming depends on the teacher\u2019s not obliging his\/her professional and personal opinion: this gives the learner a chance to be independent and make one\u2019s own deductions.                     <\/p>\n\n\n\n

Organization of reading: a short review<\/strong><\/p>\n\n\n\n

Let\u2019s take the case when Tumanyan\u2019s poems have been suggested for reading. Many learners say that they don\u2019t like Tumanyan, others agree to read and another group of learners say that they have already read them. What can we do so as not to violate the learner\u2019s right to read or not to read and not to have bored learners because they consider rereading the poems a waste of time, and at the same time to study Tumanyan\u2019s poems which are considered to be great with the past and present literary critical criteria and qualified as pivotal in the sense of artistry of writing. The learners who don\u2019t like Tumanyan, try to justify why they don\u2019t like his works and how much they are out of date and the plot is uninteresting. It has been initially stated that the learner\u2019s speech should be justified and reasoned when he\/she is doing the literature project. Our key objective is not to have a learner who reads Anush <\/em>plaintively or says that Tumanyan is our great poet. Our key objective is to have a learner who reads Tumanyan\u2019s poems and has his\/her own opinion, denies, complains, contradicts, but justifies, reasons and deduces. While doing all this learners acquire speech-language, logical-reasoning, evaluating, presenting and many other important skills. What shall we do if the learner reads the suggested literature, passively takes part in the discussions but doesn\u2019t want to express his\/her opinions or he\/she hasn\u2019t been inspired or says that doesn\u2019t have any opinion, or doesn\u2019t understand anything? The easiest way to tackle this problem is to put an appropriate mark for not having completed the task, but we shouldn\u2019t seek for an easy way while organizing an individual\u2019s education. It is suggested that the learner should choose to read another piece of literature which he is interested in at that time.        <\/p>\n\n\n\n

We shouldn\u2019t be afraid of the learner\u2019s rejection or mistakes, youthful maximizing and denying character, incomplete and disputable presentation of an issue. It is an educational process which is nonstop and never completed. We should realize that the learner can have another idea, his\/her speech can differ from ours, and he\/she is free to express his\/her own opinion, has the right to be listened to and appear with unique deductions. Our task is to direct them, to observe and study the material at different angles, teach them by constantly overcoming our egos, experiment by asserting and denying.           <\/p>\n\n\n\n

About difficulties that come across when teaching reading<\/strong><\/p>\n\n\n\n

The main difficulty is the learners\u2019 quantity in the group. It is difficult and sometimes even impossible to organize an individual educational activity for 25-27 learners at a time, to separate individual reading materials, always to suggest something new, to follow everyone\u2019s working process and work development.     <\/p>\n\n\n\n

Where are we going and why?<\/strong><\/p>\n\n\n\n

 We are developing the individual\u2019s language, aesthetic and mental abilities, revealing the individual\u2019s ability to understand texts and develop his\/her logical thinking. We want to have a learner who will be able to speak about what he\/she has read, to debate and move ahead.  <\/p>\n","protected":false},"excerpt":{"rendered":"

Translator: Yura Ganjalyan We have written and discussed a lot about the importance and organization of reading but this is nonstop work and we have a lot to say as well. I want to summarize it from gathering to gathering. I suggest reading Hasmik Ghazaryan’s article\u00a0\u00a0A Bouquet of World Literature in Two Months,\u00a0Mortimer Adler’s\u00a0How to […]<\/p>\n","protected":false},"author":1,"featured_media":1200,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[657,74,77],"tags":[],"class_list":["post-1199","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-margarit-sargsyan","category-yura-ganjalyan","category-77"],"_links":{"self":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/1199","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1199"}],"version-history":[{"count":1,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/1199\/revisions"}],"predecessor-version":[{"id":1201,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/1199\/revisions\/1201"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/media\/1200"}],"wp:attachment":[{"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1199"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1199"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1199"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}