COGNITIVE APPROACHES TO INTERPRETING THE AUTHOR’S POSITION THROUGH THE INTERACTION OF LITERATURE AND ART

Authors

  • Bakytgul Moldagali

    Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

  • Aliya Rustemovna Alpysbay

    Al-Farabi Kazakh National University, Almaty, Kazakhstan

  • Zharkynbike Nauayevna Suleimenova

    Kazakh National Women's Teacher Training University, Almaty, Kazakhstan

Keywords: author’s stance, cognitive approaches, emotional intelligence, literary analysis, art integration, Kazakh literature

Abstract

The article examines cognitive approaches to identifying authorial stance in the teaching of Kazakh literature at the secondary school level within the framework of the integration of literature and art. The study is closely aligned with the priorities of Kazakhstan’s contemporary educational system, including learner-centered instruction, the development of functional literacy, and the cultivation of emotional intelligence. It is argued that within traditional content-structural analysis, students’ emotional responses and individual interpretations have often remained peripheral; in addressing this limitation, the potential of art forms as cognitive and emotional instruments is substantiated.

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