O koncepcji pracy naukowej z dydaktyki literatury

Abstract

The paper contains some reflections about the investigation in the domain of the didactics of literature. The specifying of the subject of investigation which consists in the process of both the learning and teaching of literature became the starting-point. Thanks to the definition of the essence of this process it became possible to indicate the main features of the actions which distinguish the scholarly w ay of the dealing with the didactics of literature from other ones (e.g. methodical guidance, publicism). In order to point out the specific features of investigation in the field of the didactics of literature the author has demonstrated the process of the emancipation of the particular methods of teaching as w ell as the dangers connected with the difficulty of the breaking off with both the methodological influence of literary studies and the example of other branches of learning which constitute the border-line of the didactics of literature. Diagnostic inquiry has considered to be the fundamental element of investigation. It has been regarded as an indispensable base of all the didactic prognoses and (he projects of the actions which tend to optimalize the didactic process A special attention has been paid to the w ay of the motivating of the statements considering the two levels of this action (the theoretical level and the empiric one) and their relationship on the ground of the didactics of literature. The dangers connected with both the quantitative and qualitative analysis of the material under investigation have also been discussed. The remarks on the investigative attitudes which influence the reliability of the formulated statements conclude the paper. The importance of an open methodological attitude when all the efforts and directions of inquiry are regarded as possessing equal rights has been especially emphasized. The importance of the investigation of the regularities of the learning and teaching of literature as a factor of the accumulation of experience and a criterion of the level of pedagogical culture has been underlined as well.