OPPORTUNITIES FOR PERSONAL DEVELOPMENT THROUGH TEACHING MEMOIR NOVELS IN HIGHER EDUCATION: METHODOLOGICAL AND PRACTICAL ASPECTS

Abstract

This article comprehensively examines the possibilities of developing students’ personalities through the study of memoir novels in higher education institutions. The relevance of the research is determined by the contemporary paradigm of learner-centered education, the need to form historical consciousness, and to develop students’ reflective thinking. The genre-specific features of memoir prose are revealed through the synthesis of factuality and fictionality, the transformation of the authorial “self” into a narrative construct, and the reinterpretation of past experience from the perspective of the present. The paper analyzes methodological approaches to fostering students’ patriotism, moral values, psychological resilience, and self-awareness based on the study of classical memoir works in Kazakh literature. The study employs textual-analytical, narratological, and biographical methods, as well as pedagogical modeling, which allows identifying their functional role in the educational process. In addition, the key thematic components of teaching memoir prose are systematized, and practical tasks and instructional strategies aimed at developing critical thinking, interpretation, and reflection are proposed. The findings demonstrate that teaching memoir novels serves as an effective pedagogical tool that promotes students’ cognitive, emotional, and value-based development. Memoir novels contribute to the reinterpretation of personal experience, the formation of historical consciousness, and the enhancement of social responsibility. In this regard, teaching memoir prose is considered one of the priority directions in modern literary education.