Literature and the Mindbrain: Neurohermeneutics and the Centrality of Emotions in Reading and Literary Studies

Recent research confirms that emotions are central to the experience of reading and understanding texts. Philosophical hermeneutics, particularly Gadamer’s concept of Bildung, shows how emotional and historical pre-understandings shape interpretation as a transformative encounter. This perspective resonates with the most recent cognitive and educational studies, which highlight how reading fosters both critical and emotional development. A dialogic pedagogy grounded in Bildung forms readers who are historically aware, emotionally engaged, and critically reflective. This integrated perspective moves toward a neurohermeneutic model of literary literacy, in which embodiment, simulation, and emotional resonance redefine the act of understanding. Reflecting on neuroscience and neuroaesthetics, and in dialogue with Mind the Text! by Gambino and Pulvirenti, the essay integrates the concept of the Default Mode Network and elaborates a neurohermeneutic framework that weaves together the contributions of Iser and Fludernik’s narratology. Literature thus emerges as a biocultural tool: embodied simulation, ontological metaphors, and enculturation are closely linked to narratological questions. This approach highlights how literary texts promote empathy, ethical reflection, and cognitive flexibility, thereby reinforcing the formative urgency of literary education.