221 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 3, Issue 6, 2025 ISSN (E): 2993-2769 Principles of Interpretation and Study of Some Issues of Literary Theory in Higher Education: A Comparative Analysis Abdullayev Asqar Abduhakim o‘g‘li Teacher of SamSIFL asqarbek9425@mail.ru Abstract. The study of literary theory within higher education encompasses various theoretical frameworks and critical perspectives that influence interpretation and the understanding of texts. This paper examines the principles of literary interpretation and the study of several key issues in literary theory, drawing a comparative analysis across different educational contexts. Through a review of various theoretical schools of thought, such as formalism, structuralism, post-structuralism, feminism, and postcolonialism, the study highlights how these approaches shape academic discourse and influence students' analytical skills in literature departments. The research also identifies the challenges and opportunities presented by these theoretical approaches in modern higher education curricula. The paper concludes by offering suggestions for integrating these principles into a more cohesive framework for the study of literary texts. Key words: Literary theory, higher education, comparative analysis, formalism, structuralism, post- structuralism, feminism, postcolonialism, interpretation, academic curriculum. Introduction. Literary theory has played a crucial role in shaping the study of literature in higher education. Over the years, various theoretical frameworks have emerged, each proposing different ways of interpreting texts. These frameworks—ranging from formalism to post-structuralism, feminism, and postcolonialism—serve not only as methods of reading literature but also as tools for critiquing social, political, and cultural issues embedded in literary works. Understanding the underlying principles of these interpretative approaches is essential for students, educators, and scholars alike. The purpose of this paper is to explore the principles of interpretation and study of significant issues in literary theory, drawing a comparative analysis of how these theories are taught and applied across different higher education systems. By examining key issues within these theoretical frameworks, the paper seeks to provide insight into how literary theory can be more effectively incorporated into contemporary academic curricula. Discussion 1. Principles of Literary Interpretation At the heart of literary theory lies the principle of interpretation, which guides how texts are analyzed and understood. Interpretation can be seen as an act of decoding, where the reader attempts to extract meaning from a text based on specific theoretical frameworks. The interpretation of literary works is influenced by a wide range of factors including historical context, authorial intention, genre, and reader response. Among the first major schools of literary theory, formalism advocates for the intrinsic value of a text itself, emphasizing its formal properties—structure, language, and literary devices—over external factors like author biography or historical context. Structuralism, on the other 222 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us hand, asserts that meaning is derived from the interrelationships within a system of signs, and thus focuses on the underlying structures that govern language and narrative. Post-structuralism challenges structuralist assumptions by questioning the possibility of fixed meanings, arguing that texts are inherently unstable and open to multiple interpretations. This leads to a view of interpretation as a dynamic and subjective process. Meanwhile, feminist literary theory critiques how gender, power, and patriarchy are represented in literature, aiming to deconstruct traditional gender norms and offer new ways of reading canonical works. Postcolonial literary theory emphasizes the role of colonialism in shaping narratives and examines how race, identity, and culture intersect in literary texts. It is particularly concerned with giving voice to marginalized groups and challenging Eurocentric literary traditions. 2. Key Issues in Literary Theory Several key issues within literary theory have been the subject of debate and study in higher education. One such issue is the question of authorial intent versus reader interpretation. While traditional literary theory often emphasized the author's intention as the primary guide to understanding a text, post-structuralist theory argues that meaning is not fixed and depends largely on the reader's context and perspective. Another important issue is the tension between universalism and relativism. Some scholars argue that certain texts possess universal truths or qualities, while others believe that meaning is culturally and historically contingent. This debate is particularly evident in the study of postcolonial literature, where texts are often read through the lens of specific cultural, racial, and political contexts. The representation of marginalized voices—whether by gender, race, or class—remains a critical issue in literary theory. Feminist, queer, and postcolonial literary theories all challenge traditional canons and offer alternative readings of texts. These critical perspectives not only open up new ways of reading literature but also question the structures of power and authority within literary scholarship itself. 3. Comparative Analysis in Higher Education Contexts The principles of literary interpretation and the study of literary theory are taught differently in various higher education systems around the world. In some Western educational systems, the focus tends to be on theory-driven approaches, where the primary aim is to explore how various schools of thought (e.g., formalism, structuralism, feminism) inform the reading of texts. In contrast, educational systems in postcolonial contexts may emphasize the study of literature from a historical, cultural, and political perspective, often focusing on themes such as identity, migration, and resistance. Comparative analysis of literary theory also reveals differences in how literary texts are categorized. For example, literature in postcolonial nations is often analyzed in terms of its resistance to colonial powers, while in Western contexts, the focus might be on aesthetic or stylistic qualities. Additionally, the growing emphasis on digital humanities and global literature in the curriculum reflects broader shifts in higher education towards interdisciplinary and inclusive approaches. Conclusion. The principles of literary interpretation and study of literary theory are foundational to the development of critical thinking skills in higher education. The different schools of literary theory—formalism, structuralism, post-structuralism, feminism, and postcolonialism—offer valuable perspectives on how texts can be read, understood, and critiqued. However, there are challenges in balancing these various approaches within the curriculum, particularly in contexts that prioritize certain theoretical frameworks over others. To address these challenges, it is crucial for higher education curricula to be inclusive of diverse theoretical approaches, ensuring that students gain a well-rounded understanding of literary texts and their complex meanings. The integration of comparative analysis and the inclusion of marginalized voices in literary theory can also enrich the academic study of literature, fostering more inclusive and globally aware interpretations. 223 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us References 1. T. Eagleton, 2008. Literary Theory: An Introduction. Blackwell Publishing. 2. J. Derrida, 1976. Of Grammatology. Johns Hopkins University Press. 3. R. Barthes, 1970. S/Z. Hill and Wang. 4. G. C. Spivak, 1988. Can the Subaltern Speak?. Macmillan. 5. S. Beauvoir, 1949. The Second Sex. Vintage Books. 6. E. W. Said, 1978. Orientalism. Pantheon Books. 7. J. Culler, 2000. Literary Theory: A Very Short Introduction. Oxford University Press. 8. M. 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