THE CREATIVE TEACHER PHENOMENON AND ITS INTEGRAL CONNECTION TO THE DEVELOPMENT OF LINGUOPOETIC THINKING

Abstract

The phenomenon of the creative teacher has gained increasing scholarly attention in contemporary pedagogical discourse, particularly in relation to literary education, aesthetic development, and interpretive competence. This study offers a comprehensive theoretical exploration of the intrinsic relationship between the creative teacher’s pedagogical identity and the development of linguopoetic thinking in learners. Linguopoetic thinking is conceptualized as a complex cognitive-aesthetic capacity that allows students to navigate poetic imagery, interpret symbolic structures, perceive rhythm and sound-based harmony, and engage deeply with the artistic essence of literary language. Through an interdisciplinary framework grounded in linguistics, cognitive poetics, literary hermeneutics, educational psychology, and multimodal pedagogy, the article argues that linguopoetic thinking is most effectively cultivated within learning environments shaped by the creative teacher’s aesthetic sensitivity and innovative methodological orientation. Such teachers design learning tasks that prioritize emotional resonance, imaginative interpretation, multimodal perception, and open-ended meaning-making. They reconceptualize the teaching of literature not as a linear analytical activity, but as an aesthetic, multisensory, and dialogic experience that integrates affective, imaginative, and logical dimensions of cognition. The creative teacher thus functions as a transformative agent who leads students from passive reception to creative interpretation, enabling the emergence of personal aesthetic judgment, poetic intuition, and reflective literary consciousness. The findings underscore the importance of rethinking teacher education programs to include artistic literacy, linguopoetic awareness, and creativity-driven pedagogical competencies.