THE BENEFITS OF USING THE TEACHING METHODS OF STORYTELLING, LECTURING, AND DISCUSSION TO DEVELOP MULTI-FACETED THINKING IN STUDENTS
Keywords:
Storytelling, lecture, classroom discussion, multi-faceted thinkingAbstract
Multi-faceted thinking, defined as the ability to analyze problems from various viewpoints, synthesize different types of information, and produce innovative solutions, is a fundamental objective of modern education. This article investigates the intentional integration of three traditional yet flexible pedagogical approaches—storytelling, lecturing, and discussion—to cultivate critical thinking in students. Utilizing contemporary research in narrative pedagogy, advanced cognitive skills, and classroom discourse, the paper offers a conceptual examination of the synergistic cognitive and emotional roles of these methodologies. Storytelling activates imagination, empathy, and personal meaning-making; lecturing, when structured as explanation rather than one-way transmission, organizes conceptual frameworks and models expert reasoning; discussion fosters a social environment where students articulate, justify, and refine ideas. The article contends that their combined application can progressively transition learners from passive engagement to critical, analytical, and evaluative cognition. The discussion includes practical ideas for lesson planning and teacher professional development.
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