Poetyka kulturowa dla szkoły. Dydaktyka polonistyczna wobec wyzwań antropologii literatury

Abstract

The aim of this paper is pointing out the urgent need for anthropological models of reading literary texts to be introduced in the school methodology of teaching Polish. Observation of over 80 lessons, which revealed numerous instances of school-methodological simplifications, also showed the necessity of creating a counterweight for the fossilized habits of purely formal contacts of pupils with literature. The suggested solution is adopting the anthropological perspective, which enables the perception of the world not in literature, but via literature. This view, after redefining the status of literature and the methodological assumptions, will allow introducing elements of interpretive anthropology (C. Geertz) among the tools of a Polish teacher. Thus school reading could be perceived as an anthropological experience. However, a problem must be noticed, connected with the teaching methods and methodology: out of which sphere of knowledge should questions about the text arise? The solution may be found in the view that modem literature is a specifically understood trace of “self’; therefore, while asking about a text, we should be allowed to ask about the related - primarily cultural - experience (R. Nycz). A reading of this kind can be supported by the category of resonance (S. Greenblatt), evoked in the literary experience of the pupil. School poetics will thus more easily receive the status of a pragmatic aspect of the theory (M.P. Markowski). In the designed model, special attention should be paid to the “anthropologically” operationalized educational goals. Experience brought by their realization will perhaps allow us to create a dynamic model of poetics, which will be able to incorporate any teenage pupil in the - more and more difficult - game of the sense of reading at all.