Abstract
The article introduces a multi-style approach to literary education for high school students, a method that promises to enhance the reader's cognitive and speech experiences. It outlines the methodological basis, structure, and stages of development of the dominant values and content of literary education. The focus is on an individually determined way of cognizing the ideas of the integrity of culture and universal moral values, offering a promising avenue for the future of literary education. The article analyzes the forms and possibilities of cognitive styles and their influence on developing high school students' reading competence in literature lessons. According to the authors, in the process of literary education, understood as a dialogue of cultures, cognitive styles such as field independence, tolerance for unrealistic experience, reflexivity, abstract conceptualization, and divergence are formed within the framework of the stylistic approach. The position is substantiated that these styles significantly enrich the “multi-style repertoire of a high school student's personality”, which implies the manifestation of an open cognitive position, the ability to take a different point of view, consideration of a plurality of alternatives, the expansion of semantic contexts, and the use of open, associative ways of thinking. The results of the theoretical study have practical implications, suggesting that the “multi-style repertoire of the personality” contributes to the formation and improvement of high school students' reading competence in Russian and their native language.