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PRVKY BYROKRACIE A LITERÁRNE VZDELÁVANIE (NA PRÍKLADE SLOVENSKÝCH PEDAGOGICKÝCH DOKUMENTOV)

100%
Jančovič I.
Conversatoria Litteraria
|
2019
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vol. 13
|
issue XIII
43-54
PL
The author works with a sociological definition of bureaucracy as a form of rational management of big organizational units, specifically educational system. He observes expected model activity of a literary education participant in upper secondary education. He points to certain negative features of current model of literary education as a result of tension between two diverse functions of two social systems – literature and education. Findings are demonstrated on two examples: declared reading experience at school together with inhibiting experience by setting content and performance standards of education; reading nonfiction to “train“ reading literacy in its wide and pragmatic meaning.
2

FUNKCIE FIKČNÉHO NARATÍVU A KONANIE ČITATEĽA

100%
Jančovič I.
Filozofia (Philosophy)
|
2015
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vol. 70
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issue 8
670 – 679
EN
The study deals with the reference of fictional narrative and the theoretical conceptualization of the reader’s activity. It is a response to a study by the philosopher Peter Koťátko, in which he argues that a narrative fictional text directs our thinking and imagination at a real world. Thereby Peter Koťátko disputes the theory of ontologically independent fictional worlds. The result of the comparison of both approaches is the author’s belief, that there is a tension between Peter Koťátko’s attempt to simplify the fictional reference and the substantial feature of the fictional narrative reader’s activity. The reader has to act in two ways: on one hand he believes, that what he reads really happens, on the other hand he understands that what he reads is a fiction. Constant relating text and reality to each other using the operator “as if“ (Peter Koťátko) rather disturbs the game-like character of the activity (especially when reading non-mimetic texts). On the contrary the theory of fictional worlds (Marie-Laure Ryan, Lubomír Doležel) takes into account two levels of the reader’s activity.
3
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Literatúra a systém vzdelávania (Na príklade slovenských pedagogických dokumentov)

100%
Jančovič I.
Conversatoria Litteraria
|
2018
|
issue 12
37-46
PL
The paper is aimed at fiction as a content part of Slovak education system. Explication frame of the paper is not didactical, but literary: based on the constructivic theory of S.J. Schmidt it reflects literature as a social system within another social system (education). Paying attention to secondary grammar schools, the author observes a basic principle of literary education planning in official documents. Nowadays the principle is literary theory and it has replaced the long lasting principle of literary history. The author discusses results of the change, which have not met reform authors expectations. The next area of the paper is connection between teaching literature and formative goals of educational system.
4
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NESPOĽAHLIVOSŤ VO FIKČNOM A FAKTUÁLNOM NARRATIVE (KONTEXTY, DIFERENCIE, PARALELY)

100%
Jančovič I.
World Literature Studies
|
2013
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vol. 5 (22)
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issue 1
17 – 30
EN
The paper is aimed at the category of unreliability of the narrative text. The author builds on narratological works which consider fictional and historical texts as different types of narratives. Essential difference can be identified in the sphere of reference of these texts and in both basic levels of common narratological model of analyses – in the level of discourse and story. The paper presents a set of mutually linked differences as a border between two different contexts of “unreliability”. Quotation marks express an opinion that narrator’s unreliability (theoretically elaborated in connection with fictional narrative) cannot be analogically applied in analyses of “unreliable narration” in historical text. After a brief summary of parallel aspects of narrativity, the author pays attention to giving reasons for two different regimes of “unreliability” as well as to selection of suitable terminology.
5

INTERPRETATIVIZMUS A LITERÁRNA VEDA

100%
Jančovič I.
Filozofia (Philosophy)
|
2016
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vol. 71
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issue 8
696 – 707
EN
The study deals with parallels and differences between interpretivism as a method of social science on one hand and literary interpretation on the other. Firstly, the author briefly outlines the essentials of interpretivism in social knowledge and shows some specific items of literary interpretation. The next parts of the study pay attention to two contemporary methodological approaches in literary science: Siegfried J. Schmidt’s empirical approach to literature and Franco Moretti’s abstract models of literary history. Both approaches instead of habitual considering a text to be the central object of interest enrich research areas of literary science with new sectors and get closer to the objects of interpretivism in social sciences.
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