Problem szkolnej interpretacji tekstów w perspektywie podmiotowości

Abstract

This article presents reflections on the characteristic ”features” of subjectivity with respect to the problem of interpretation. Placing subjectivity in two research areas, axiological and semiotic, allows us to find a possibility of rationalizing the notion of subjectivity employed in education, and to establish what actions should be taken to maintain the dialogue between the teacher and the pupils. One of the suggestions is sharing oneself with others, through the development of communicative, interpretive and moral competences and skills. Education in the spirit of subjectivity, oriented towards the search for knowledge about oneself and the reality, helps to determine didactic goals and to refresh the educational contents. It also allows us to treat interpretation as stimulant to the development of selfdependence and responsibility. Concentrating the interpretive process around subjectivity enables the interpreters of the text to proceed to ever-higher levels of reflection.