Literarni kanon - politika - šola

(k razpravi o tem, kaj sodi v šolski literarni kanon na Poljskem)

Michał Kopczyk (Author), Olga Tratar (Translator), Andrej Leskovic (Translator)

Abstract

V prispevku avtor poskuša pogledati na vprašanje literarnega kanona s perspektive skupne identitete. Zanima ga, kako občinstvo dojema literarni kanon, zlasti šolskega. Odgovor poskuša najti med odlomki debate v zvezi z obliko novega šolskega kanona, ki je leta 2007 potekala v poljskih časopisih in internetu. V zaključku avtor med drugim navaja, da ima na Poljskem šolski kanon vlogo dejavnika, ki sooblikuje družbeno zavest. To prepričanje izhaja dejstva, da je za mnoge Poljake pouk književnosti osrednji del šolskega izobraževanja in element, ki usodno vpliva na občutek identifikacije s skupnostjo (narodno, evropsko, vsečloveško itd.). Noben avtor se ne sprašuje o vrednoti, kakršna je narodna skupnost, se pa zato pogosto pojavlja zahteva po razširitvi vrednot, ki jo sestavljajo, z vrednotami, kot sta različnost ter odprtost za tuje in neznano.

Keywords

književna didaktika;didaktika književnosti;šolski literarni kanon;literarni kanon;kanon;Poljska;identiteta;skupna identiteta;literarne študije;

Data

Language:	Slovenian
Year of publishing:	2008
Typology:	0 - Not set
Organization:	UL FF - Faculty of Arts
UDC:	82:028.3(438):37.016
COBISS:	72081762
Views:	18
Downloads:	1
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	The paper is an attempt to look at the problem of the literary canon and compulsory reading list from the perspective of collective identity. The author%s main interest is to find out how people understand the concept of the literary canon and the school reading list in particular. An attempt is made to find an answer to the question by analysing opinions expressed in the debate in Polish newspapers and on the Internet in 2007 about the shape of the new compulsory reading list. One of the conclusions is that Poles perceive this list as a factor shaping social awareness. This is because for many Poles literature is perceived as central to education and the element which intensifies a sense of identification with the community (i.e. national, European, global). None of those involved in the debate question the worth of the concept of the national community, although some of them suggest that among its constituent values diversity and openness to the foreign and the unknown should be taken into consideration.
Secondary keywords:	literary didactics;didactics of literature;compulsory reading list;Poland;identity;collective identity;
Pages:	Str. 337-348
ID:	23002047