Reconsidering Literature Curriculum Development from A Perspective of Narrative Neuroscience

This study examines how insights from narrative neuroscience can effectively guide and advance the design and development of literary curricula. Human brain is inherently sensitive to narrative structures and naturally inclined toward active processing, which is highly relevant for addressing challenges in literary classrooms. This paper primarily employs a literature review methodology to synthesize existing research on narrative neuroscience and literary education. Building on this, the study seeks to integrate empirical findings from neuroscience with theoretical frameworks and pedagogical practices in literary education. The findings indicate that narrative-based pedagogical strategies are closely linked to the brain’s narrative processing mechanisms, encompassing the development of empathy, memory consolidation, and identity formation. Such strategies not only promote deeper cognitive and emotional engagement among students but also support their holistic development. Incorporating a narrative neuroscience perspective into literary education provides a novel interdisciplinary framework for the development of literary curricula. This approach advocates a literary education philosophy grounded in narrative neuroscience principles, thereby achieving an integration of cognitive foundations, emotional significance, and learner-centered pedagogy.