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Między istotnością dzieła a konkretyzacją czytelniczą ucznia... Miejsce teorii literatury w szkolnym kształceniu literackim (zarys problemu)

100%

Maria Sienko Z. B.

Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica

2017

vol. 5

15-36

Between the sense of work and students’ reading concretisation. The significance of theory of literature in school education of literature (the outline of problem) The article depicts a synthesis of views on the role and significance of theory of literature in school practice of reading from the interwar period to contemporary times. It consists of three parts. In the first one the authors discuss the view of S. Skwarczyńska who sees theory of literature as fundamental in developing the analytical and interpretative skills of high school students. A reflection of textual reality in reader’s consciousness depends on the sense of literary work and its concretisation (or individuality, which is independent from reader’s perception). This view (and other scholars’ beliefs) did not solve more difficult issues, such as how to combine the analysis of the work structure with the involvement of student’s emotions. In later stages of the development of didactics of literature, the rift between the methods of text interpretation and theory of cognition, the aim of which is an aesthetic experience, did not offer satisfying methodological solutions. In the second part of the article the authors discuss a variety of methods serving to “improve”/modify the structural concept (of B. Chrząstowska), retaining its most significant elements: systematisation and organisation of students’ literary experience. These activities were inspired by new trends in the development of humanities thought (hermeneutics, cultural theory of literature, anthropology, poetics of experience). They recognize the primacy of reading over poetics, and interpretation over theory of literature which is given an important, anthropo-cognitive role. One of such proposals, which was fully used in I like it!, the series of course books (of Z.A. Kłakówna and others) designed for all levels of school Polish language and literature education, was discussed in the third part of the article. The place of theory of literature in the system of science of literature was changed over many years; as a result, its role in school education decreased. Contemporary didactic discourse demonstrates the complexity of the problem but it does not solve it unambiguously. It does not offer a “readymade” knowledge on the universal order of analytical and interpretation practices, but it obligates Polish philology teachers to be creative and to search for best solutions for their students. As such, it requires a professional philological preparation during the time of studies.

Powieść szachowa jako powieść historyczna. Nieco przewrotna alternatywa gatunkowa

67%

Graf P.

Czytanie Literatury. Łódzkie Studia Literaturoznawcze

2016

issue 5

47-61

The article focuses on two purposes. On the one hand, it constitutes an attempt to redefine the genre of historical novel in the circumstances in which the attempts made so far have turned out to be insufficient. The new definition shifts the centre of gravity from structural features (which are impossible to be determined following the experience of the narrativization of history) to the poetics of reception. On the other hand, the article also has its interpretative purpose which entails complicating the results of the analysis through the scrutiny of the chess novel that multiplies the historicity of the literary work and triggers more questions to be raised. Thus, the article aims at an alternative description of historical prose as an important literary experience of today’s world.

Artykuł realizuje dwa cele. Pierwszym z nich jest ponowne zdefiniowanie gatunkowe powieści historycznej w sytuacji, w której dotychczasowe próby opisania tej formy okazują się niewystarczające. Nowa definicja przenosi punkt ciężkości z cech strukturalnych (niemożliwych do ustalenia po doświadczeniu narratywizacji historii) na poetykę odbioru. Cel drugi, interpretacyjny, polega na skomplikowaniu uczynionych rozpoznań poprzez analizę powieści szachowej, która multiplikuje historyczność utworu i zmusza do postawienia innych pytań. Tym samym artykuł zmierza do alternatywnego opisu ważnego dziś doświadczenia literackiego, jakim jest proza historyczna.

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1 Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica

1 Czytanie Literatury. Łódzkie Studia Literaturoznawcze

1 Graf P.

1 Maria Sienko Z. B.

1 2017

1 2016

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Między istotnością dzieła a konkretyzacją czytelniczą ucznia... Miejsce teorii literatury w szkolnym kształceniu literackim (zarys problemu)

Powieść szachowa jako powieść historyczna. Nieco przewrotna alternatywa gatunkowa