The integrated approach in education: fostering creative development of students in literature lessons

The modern landscape of education underscores the imperative of nurturing students’ creativity within the confines of modern societal paradigms. This article delves into the multifaceted realm of creative development within the educational sphere, scrutinizing the concept of “integration” and interrogating its pertinence in the current educational discourse. Drawing from historical perspectives, the seminal viewpoints of educational luminaries such as J.A. Comenius, I.G. Pestalozzi, and K.D. Ushinsky are meticulously examined, providing a foundational framework for understanding the evolution of pedagogical methodologies. A pivotal observation made by educators is the judicious using of interdisciplinary connections in the pedagogical process, serving as a catalyst for the inception of integrated learning paradigms. This study, in particular, directs its focus towards the nascent stages of interdisciplinary integration in the educational landscape of early XX century Russia. Methodologies underpinning teaching practices predicated on an integrated approach are dissected, alongside an exploration of the intricacies of literature lessons contextualized within the framework of interdisciplinary communication. The article expounds upon the pedagogical efficacy of the integrated approach vis-à-vis literature instruction, exemplified through the elucidation of an integrated lesson drawing from diverse educational domains, including but not limited to chemistry and literature. A fragment of a literature lesson designed for 10th-grade students is elucidated, wherein the denouement of Ivan Turgenev’s novel “Fathers and Sons” serves as the backdrop for students’ exploration of character dynamics through the lens of chemical reactions. Furthermore, the article showcases excerpts of student-authored compositions and children’s elucidations of experiments, along with equations elucidating substance interactions. In conclusion, this research contributes significantly to the pedagogical discourse surrounding innovative instructional methodologies, underscoring the transformative potential of interdisciplinary integration in fostering students’ holistic development, particularly within the domain of literature education.