„Czytanie” obrazu jako inspiracja do filozofowania na lekcji języka polskiego. Buty van Gogha w szkolnej „Sokrates café”

Abstract

The article deals with the issue of legitimacy, function, place, selection and the role of sensible presence of paintings as a material analyzed during the classes of the Polish language for students aged 10 to 12. The author of the article claims that approaches focusing on the history of a work of art, its authors or directions, conventions and painting styles should be ruled out in these circumstances. She maintains that in the context of the Polish language education it would be more sensible to expose the students aged 10 to 12 to works of art in a way that would enable them to discover clues important in the understanding of the human condition and would facilitate the process of learning about human issues around the world. These objectives would determine the choice of art to be analyzed and the teaching methods used. A painting should then become primarily an inspiration for discussion of crucial existential topics. It would also require the use of teaching techniques which would awaken students’ curiosity, develop their language skills as well as would help to construct various notions and forms of expression as well as teach how to “read” a painting, value certain cultural practices, ask questions and reflect upon human identity. The article thoroughly discusses the examples of practical application of this concept with regards to Shoes by van Gogh.