Interdisciplinarnost in šolska praksa

Abstract

Razmišljanje želi opozoriti na vprašanje interdisciplinarnosti v izobraževalnem procesu, konkretno pri pouku književnosti. O tej problematiki so spregovorili mnogi strokovnjaki s področja didaktike, ki so si edini v prepričanju, da interdisciplinarnost spodbuja motivacijo, predvsem pa ni več usmerjena v pomnjenje dejstev, ampak predstavlja temelj funkcionalnemu znanju. V šolski praksi se odpira nujnost interdisciplinarnosti {e posebej pri pouku književnosti in sicer pri interpretaciji literarnih besedil. Pričujoče razmišljanje želi nakazati možnosti medpredmetne povezave pri osrednjem besedilu sodobne književnosti - pri Beckettovi drami Čakajo Godota. V ospredje je tako postavljeno konkretno literarno besedilo, potek interpretacije, odzivi in spoznanja učencev ter njihove lastne pobude za povezavo literarnega besedila z drugimi znanstvenimi disciplinami, posebej s filozofijo. Razmišljanje opozarja tudi na problematiko literarnozgodovinske periodizacije, ki v procesu interdisciplinarnosti izgublja svojo vrednost kanona in postaja le časovna orientacija.

Keywords

književna didaktika;didaktika književnosti;pouk književnosti;srednje šole;interdisciplinarnost;interpretacija literarnega dela;dramatika;Čakajoč Godota;literarne študije;Beckett;Samuel;1906-1989;"Čakajoč Godota";

Data

Language:	Slovenian
Year of publishing:	2008
Typology:	0 - Not set
Organization:	UL FF - Faculty of Arts
UDC:	82:371.3:801.73
COBISS:	72039522
Views:	6
Downloads:	1
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	This contribution draws attention to the question of interdisciplinarity in literature classes. Many authorities in the field of education have spoken about this issue and all agree that interdisciplinarity increases motivation and rather than focusing on the memorising of facts represents the foundation for functional knowledge. School practice shows that interdisciplinarity is urgently required in literature classes to aid interpretation of literary texts. Some opportunities for interdisciplinarity are presented in relation to one of the central texts of modern literature - Beckett's drama Waiting for Godot. Thus at the forefront is a specific literary text, the process of interpretation, the students' reaction and comprehension, and their own initiatives for connecting literary texts with other branches of knowledge, especially philosophy. Attention is drawn to the problem of literary-historic periodisation, which through the interdisciplinary process loses its credibility as a canon and becomes merely a temporal orientation.
Secondary keywords:	literary didactics;didactics of literature;literature classes;secondary education;interdisciplinarity;interpretation on literature;drama;
Pages:	Str. 389-392
ID:	23002061