Limbă, Literatură, Folclor

DOI: https://doi.org/10.52505/llf.2026.1.08

Abstract:

The article capitalizes on the essay Gândul as a frontier text, demonstrating its formative potential in the development of critical reading and reflective thinking skills. By combining the philosophical, poetic and cognitive dimensions, the text offers students a framework to understand the complexity of the thinking process and the relationship between perception, imagination and creation. The proposed didactic approach is based on interactive methods, such as the Venn diagram, problematization, multi-process interrogation, reciprocal teaching/learning and the “6 Whys?” technique, each of which facilitates the gradual transition from literal understanding to deep comprehension. The article emphasizes the role of didactic dialogue, personal reflection and cooperation in the formation of analysis and interpretation skills. Overall, the study demonstrates that the literary essay can become an effective pedagogical tool, capable of stimulating critical thinking, intellectual autonomy and students’ ability to integrate information into a coherent system of meanings.

Keywords: literary essay, borderline text, multi-process interrogation, problematization, reciprocal teaching/learning, critical thinking, comprehension.