Results found: 2

Search results

Search:
in the keywords: Finnish school

Sort By:

Limit search:

Z dějin finské folkloristiky: Zrod historicko-geografické metody

100%

Závodská B.

Studia Ethnologica Pragensia

2017

issue 1

109-117

The present article surveys the origins of academic folkloristics in Finland, mainly the birth of the so-called Finnish school of folkloristics and its methodological tool — the historic-geographic method. The first use of the Finnish method can be traced to the work of Julius Krohn, but it was his son Kaarle who adapted the method to the study of folk prosaic narrative. Kaarle Krohn’s aim was to find prototypical original form of any given folktale using a comparative approach with an emphasis on geographical and historical distributions of its known variants. The importance of geographical diffusion and an assumption of monogenesis link the Finnish school to diffusionist movement in ethnology. However, this school has also been called „Darwinism applied to folklore“, i.e. approach close to anthropological evolutionism, and the article investigates to which effect is this assumption justified. Evolutionism claims that the evolution is always progressive, from the simple to the most complex, from the identical to the diverse, following the same set of rules. The Finnish school assumes that by discovering these rules, we can go backwards to the starting point (form) of a particular tale. Many critics of the Finnish school argue that the historic-geographic method in itself is not innovative and that it had been used long before the Finns. However, this kind of criticism concentrates mostly on the comparative aspect of the method. The contribution of the Finnish method lies elsewhere. It was able to apply the elements of both evolutionism and diffusionism on the study of folk narrative while using a positivist method of textual criticism.

Literary Theory and Literature Education in Finnish Upper Secondary School: A Historical Survey

80%

Mäkikalli A.

Slovo a smysl - Word & Sense

2023

vol. 20

issue 2

79-94

This article examines how literature education has changed in Finnish upper secondary school and what kind of theoretical background assumptions are made in the processing of literature. Early on, the aim of teaching literature in Finnish upper secondary schools was to emphasize national identity. Literary works about Finnish people were considered the strength of the young nation. The teaching of literature focused on learning national literature, and on knowing the authors and their works. From the 1950s onwards, new criticism influenced the teaching of literature, and close reading became the key tool for approaching literature. Gradually, the teaching of literature expanded from national literature to young adults’ literature, popular literature, and contemporary literature. In the 1980s, various literary approaches and background theories were emphasized in the learning materials. However, current literary teaching is still tied to new critical and formalistic theory. At the end of the article, the question is asked whether it would be necessary to change this approach so that literature would continue to attract young readers.

Refine search results

1 Slovo a smysl - Word & Sense

1 Studia Ethnologica Pragensia

1 Mäkikalli A.

1 Závodská B.

1 2023

1 2017

Search results

Z dějin finské folkloristiky: Zrod historicko-geografické metody

Literary Theory and Literature Education in Finnish Upper Secondary School: A Historical Survey