Edebiyat sınıfında bellek ve uzamsal deneyim: Postromantik eğitim teorisi çerçevesinde bir anlatı araştırması

Each individual has their own feelings and experientiality on the way to learning. Many educational approaches and theories consider human learning part of recollection and memory skills. In addition, these theories foreground imaginative skills and experientiality to activate human intelligence and creativity in literature classrooms. Contrary to traditional classroom experiences and methods, the Postromantic framework stresses spatial interaction, imagination and memory. Furthermore, Postromantic educational theory explores classroom dynamics and learning processes from a human learner perspective and presents learners' 'recalling' and 'recollection' as having a critical role in learning. Within a qualitative research design, the present study uses narrative inquiry protocol to examine students' recollections and analyses the retrospective and reflective narrative accounts regarding postromantic maxims and priorities. The participants were ELL students at the BA level at the Department of English Language and Literature in Turkey. Qualitative measures and data collection tools are used, and narrative inquiry methods are followed through the evaluation and discussion process. The study revealed how students' literature classroom experience produced episodic and epiphanic memories, fostered imagination and enhanced internal motivation with emotional engagement, responsive strategies, creative involvement and reflective memory. The study shows that (a) spatial interaction strategies increase experientiality; (b) creative activities and vectorial assessment enhance positive emotional feedback and impressive memory accumulation; (c) human learners develop episodic memory and creative imagination, which pave the way for further cognition and recognition; (d) the students' poor semantic memory before classes and lower level of critical readiness are negative factors for active engagement with a learning space since their learning habits, learning strategies, learning attitudes and learning beliefs pose challenges to connect with theoretical, conceptual and critical contents, which hampers them to develop epiphanic memory. The study concludes that the literature classroom setting needs preparatory methodological workshops and sessions about the nature of learning and vectorial assessment to transform the literature classroom into an experiential learning space to activate, accelerate and accumulate memory, which is essential to content appreciation, learning experience and knowledge reconstruction. Keywords: Postromantic framework, literature classroom, spatial interaction, episodic memory, vectorial assessment