Historia literatury w szkole

Abstract

The author investigates the character of the teaching literary history in schools. He states that the affirmative-non-polemic attitude towards the past dominates in school literary education. Considering the com municational tenses of literature the past is prefered to the present. This approach to literary history does not stimulate receptional activity of pupils. The author shows some possibilities and perspectives of application of the communicational aspect in the teaching literary history and other subsystem s of literary education which consists in respecting 1. the shift of the text from the level of artisticality to the level of popularity as a consequence of acceleration of receptional capacity; 2. modifications in the relation of the child aspect and the adults’ aspect. The communicational approach in teaching makes an image of literary history more dynamic and the reception gets a discursive character. In the following part of the paper the author points at a connection of school literary history with other subsystems of literary education (museum, archives, editorship, library) in the process of the teaching literary history and at an influence of radio, television and theatre on the pupils’ reception of literary history. The author also investigates functions of literary education in literary history and their modifications in school literary education (informative, receptional and advertising functions). He refuses literary historical maximalism and emphasizes necessity of an interpretational character of literary history. In conclusion the author shows the specificity of literary historical interpretation of the text in its relation to literary-theoretical and literary-critical interpretations and proves the necessity of dialectical unity of both of them in the process of teaching.