Postmodern interpretation of classical texts as a factor in the development of critical and creative thinking of students (on the example of the novel «Grendel» by J. Gardner and the poem «Beowulf»)

Abstract

In the modern educational context, the problem of rethinking classical literary texts is becoming particularly relevant, as it contributes to the development of critical and creative thinking among students. The research focuses on the postmodern interpretation of the Old English epic poem «Beowulf» in John Gardner's novel «Grendel», emphasizing their potential as a pedagogical tool for students to develop skills of analysis, reflection and intercultural understanding. The relevance of the topic is due to the need to integrate traditional narratives into modern curricula, where the emphasis is on developing competencies that meet the requirements of the digital age, such as the ability to alternative readings and critical reflection on moral dilemmas. The aim of the work is to identify ways of transforming plots and images in Gardner's novel and to propose methods of their application in teaching literature to stimulate the creative potential of students. The methodological basis of the research is based on comparative historical and comparative analysis, elements of receptive aesthetics and a structural approach adapted to pedagogical tasks. The authors rely on the texts of the poem «Beowulf» (VIII–X centuries) and the novel «Grendel» (1971), comparing them according to the criteria of narrative perspective, character of the characters and stylistic techniques. For the pedagogical bias, the methods of project activity and dialogic learning are used, including the analysis of intertextuality according to L. Hutsch and deconstruction according to Ya. Ozdemir, in order to develop recommendations for foreign literature lessons at school and university. The scope of the analysis covers key episodes, such as Beowulf's fight with Grendel, with an emphasis on changing the point of view from heroic to subjective, which allows you to model learning scenarios for groups of students. The results of the study demonstrate that Gardner transforms the traditional epic by introducing the perspective of Grendel's «monster», which enriches the images with human traits and philosophical conflicts such as loneliness and the absurdity of existence. In the pedagogical aspect, this leads to the identification of techniques that contribute to the development of students' empathy and critical thinking skills: for example, through comparative essays or role-playing discussions, where students reconstruct narratives from different perspectives. It is found that this interpretation enhances motivation to read classics, increasing understanding of the evolution of heroism from medieval ideals to postmodern skepticism.