Abstract
The aim of this paper is to analyze the benefit of interpreting literary works in class, on the one hand through an approach of free interpretation and hermeneutics, and on the other hand with semiotics as a theory that directs the further interpreting of the literary works. The corpus of research is based on the works of Umberto Eco, as an author of theoretical works, but also as author of novels on which the semiotics can be applied. The research was done with the students in order to observe how they perceive the literary works without having an interpretive matrix at hand, and how the meanings are changed after they are being offered a theoretical apparatus. In the second case, it is shown that many of the meanings are easier to grasp when there is a system of theory to predict them, and the classes are easier to organize and more effective in the end. The solutions that are ultimately obtained are more productive, and the meanings are more precise and richer. Another question that remains to be asked is whether the use of such interpretive models limits interpretation in other respects. We will dwell on several works by Umberto Eco, such as Six Walks in the Fictional Woods (1994), The Open Work (1979) and The Limits of Interpretation (1991), etc. and from the literary works we will use the novel The Prague Cemetery (2011).
Author Information
Eva Gjorgjievska, Goce Delcev University, Macedonia
Paper Information
Conference: BCE2023
Stream: Curriculum Design & Development
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Gjorgjievska E. (2023) Semiotic Theory in Literature Classes ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.44
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.44
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