Reading Literature Supports Cognitive and Emotional Development. A Practical Realization on the basis of Zora Neale Hurston’s Their Eyes Were Watching God

Abstract

The thesis reflects on how literature can provide new understandings in regards to how we conceive ourselves and the world. Further, it directs attention to the need to strengthen students’ response to the cognitive, emotional and aesthetic aspects of the literary text. This thesis suggests that literature can be used to address important social aspects which a class might encounter. I illustrated my claims through Zora Neale Hurston’s acclaimed Their Eyes Were Watching God. I connected issues of identity, race and gender roles from the text with students’ life. The intention is to provide a way of thinking about some important and recurring issues that most teachers will need to address. It examines broad teaching approaches as writing, discussions and visualizing responses. This thesis suggests that reading can be a means of developing intelligent awareness of race and gender issues in the students’ own lives.