| dc.description.abstract | The article fits well the framework of the conference: the author continues the noble tradition
of the 1970s when the Polish language teaching evolved as an independent subdiscipline.
Having shaken off the burden of pedagogic influence, this teaching has opened up to the
inspiring effects of other humanities, namely – theory of literature and linguistics. The effort
of developing a separate theory of Polish language teaching, with the emphasis on literary
education, has also been made. The article is a modification of Jan Polkowski’s ideas on various
methodology styles. The modern phenomena (since the turn of the century) are described –
the marginalization of educational politics, simplifying it into meeting exam standards only,
as well as the growth of the publishers’ impact where the sole goal is financial gain. ‘The
methodology of selling’ or ‘the methodology of examining’ has become as important a term
as the methodology of teaching.
A crucial impediment to the endeavours of transforming the Polish language studies at
the school level is the quality of university teaching and the growing specialization of the
humanities, which result in a disintegration of teaching. Zenon Uryga stressed the necessity
of integrating teaching at the 1995 Polish Language Studies Conference. Stefan Sawicki also
emphasized the importance of change at the university level, urging for concentration on the
method rather than history. In the article the question of integrating the Polish language as
a school subject is raised. The possibility of integrating two separate teaching components –
the literature and the language – with the use of communication and textology is presented
(after Stanisław Gajda and Jerzy Bartmiński). Another impediment to the educational reform
is the privileged position of literary history, both at the university and the school level.
Effective introduction to the teaching profession depends on a harmonious combination of
science, trade and art. | en_EN |
