Background and Purposes: This research explores the cognitive intersection between pedagogical sciences and literary narrative, specifically centering on “Pedagogy of Error” as a theoretical and methodological framework. The key question is how “error”—conventionally regarded in educational contexts as a cognitive lapse or maladaptive behavior—is transformed into an intentional narrative strategy within the novel. Such a strategy generates epistemological opportunities that go beyond passive reading, since Pedagogy of Error views mistakes not as failures, but as affirmative signs of the quest for knowledge and vital opportunities for intellectual growth. The study is confined to the analysis of Farho’s Notebooks by the Omani writer Laila Abdullah. Its practical framework examines manifestations of Pedagogy of Error at several levels: paratextual thresholds (particularly the novel’s title), linguistic and stylistic systems, and the developmental trajectories of characters; and the role of errors in shaping plot structure and directing its dramatic paths. The research emphasizes the distinction between positive and negative pedagogical errors and their strategic use in the narrative discourse. The novel centers on Farho/Farah Hasnu, who narrates his memoirs to a journalist named Carroll while in prison, recounting his difficult journey from Somalia to Saudi Arabia to escape civil war. Its central theme is the tragedy of displacement and the profound psychological and social impacts of armed conflict on individuals and families. The novel portrays human tragedy in which characters become victims of violence and systemic crises, leading them to make erroneous decisions under severe existential pressure. In the end, this research reveals how the author employs Pedagogy of Error as a means of conveying knowledge and deepening comprehension. It shows that the characters’ mistakes and their subsequent consequences help clarify outcomes, develop individual skills, stimulate the reader’s critical thinking, and foster values of empathy and tolerance. By turning painful human experiences into a profound pedagogical learning experience, the novel elevates the narrative discourse from mere storytelling to an instrument of educational insight, demonstrating how literature can effectively re-engineer meaning and engage the reader in a complex process of intellectual growth.
Methodology: This study adopts a descriptive-analytical approach to examine Pedagogy of Error in Laila Abdullah’s novel Farho's Notebooks. The novel serves as the primary corpus for analyzing error in the paratextual elements, language, dialogue, and character development. It also investigates how the characters’ errors affect the plot, shape the sequence of events, and generate narrative meanings.
Discussion and Results: In Farho’s Notebooks, Laila Abdullah skillfully employs “Pedagogy of Error” as a sophisticated narrative strategy. Instead of presenting direct moral instruction, the novel operates as a pedagogical laboratory in which errors—whether random or systematic—serve as indirect educational tools. By depicting her characters’ flaws, Abdullah compels the reader to engage in a process of critical reflection, drawing moral and social truths through the analysis of negative consequences. The didactic function of error appears in three distinct dimensions. The first is the error of value and existential assessment. Through Farho’s melancholic yearning for a “luxurious death” like that of the wealthy, the narrative introduces a cognitive error concerning the sanctity of life. This error carries a profound pedagogical purpose: it compels the reader to confront the brutal reality of poverty and social injustice, thereby fostering a critical awareness of human dignity by witnessing its erosion. The second dimension is moral and social error, especially the use of “deception” as a survival mechanism. Examples such as altering names or feigning religious identity to obtain aid reveal a systemic moral error. Through these depictions, the novelist critiques the fragility of human identity under the pressure of extreme necessity, prompting the reader to contemplate the ethical tension between personal principles and the raw struggle for survival. The third dimension is the existential error of alienation and loss of agency. This appears most clearly in the character of the mother, whose identity is reshaped by her uncle to serve his personal interests. This portrayal of surrendering one’s autonomy serves as a stark pedagogical warning against the dangers of dependency and the loss of self-governance. Ultimately, Abdullah transforms errors into “epistemological opportunities.” By exposing the repercussions of hypocrisy, prejudice, and submission, the novel guides the reader away from the “error” and toward a heightened state of ethical, social, and individual consciousness.
Conclusion: This study concludes that the “pedagogy of error” in Laila Abdullah’s Farho’s Notebooks goes beyond the mere depiction of character flaws, evolving into a sophisticated narrative strategy designed to cultivate critical awareness in the reader through experiential learning rather than direct moralizing. The analysis demonstrates that the novel functions as an “epistemological laboratory,” where errors are utilized as vital tools for exploring profound human truths. First, the conceptual error in “value assessment”—manifested in the yearning for a “luxurious death”—serves as a poignant pedagogical instrument that exposes the brutality of poverty, compelling the reader to re-evaluate the sanctity of human dignity amidst extreme deprivation. Second, the existential error of “surrendering agency” (as seen in the mother’s character) acts as a stern pedagogical warning against the perils of alienation and the loss of self-governance, emphasizing that identity is inextricably linked to personal autonomy. Third, the intellectual and social errors surrounding “prejudice against names and stereotypes” offer a critical entry point for dismantling intolerance and preconceived notions, advocating a more inclusive acceptance of difference. Ultimately, the novel’s core strength lies in its ability to replace traditional didacticism with a complex process of “ethical decoding.” By presenting the repercussions of both random and systematic errors, Abdullah compels the reader to actively derive moral truths through their own cognitive effort. The final result confirms that these errors are not meant to dehumanize the characters, but to use them as mirrors reflecting social and existential fractures. Consequently, the reader moves from passive observer to active participant in an educational process, emerging with the analytical tools needed to confront challenges of identity, displacement, and social pressure with heightened ethical consciousness and intellectual independence.