The teaching of literature Irene Pieper Pädagogische Hochschule Heidelberg Symposion Deutschdidaktik Strasbourg, 17/10/06 Aspects • Literary education and the notion of „literarische Bildung“ • Curriculum developments and central purposes of literary education • Primary and secondary education: From learning with literature to learning about literature? • Canon and criteria of text selection • Reading literature, reading literacy and competences • Reading literature, assessment and „literarische Bildung“ Literarische Bildung Notion of elite Participation in cultural life Personal development and enrichment within society CULTURE – culture Domain of social Canon subjectivity diverse cultural forms Teaching literature ?! meaningfulness cultural techniques reading content form literary history media Curriculum developments since the late 1970s • Conception of language: pragmatics; communication • Diversification in literary studies • Conception of text: literary texts, pragmatic texts; other media • Focus on learning / the learner • Shift: encourage students to read / reading for personal enrichment in context Primary and secondary education: From learning with literature to learning about literature? • Primary school: learning to read, arts, ethics • Secondary education: traces of literary studies • Adequate reception of literary texts? Canon and criteria of text selection • Critique of the notion of canon • Exemplary texts • Criteria: students‘ interests; introduction to different genres / to literary history; themes; pluralism; pragmatic reasons.. Reading literature, reading literacy and competences • Reading literacy – literary competences? • Progression in interpreting literary texts? • Scaling? • Concepts of competences – theoretical framework / branch of literary studies Reading literature, assessment and literarische Bildung • • • • Problems of assessment Exemplary texts Context knowledge Tension between general aims of education and operationalisation of competences, evaluation Outlook • Double route: reading literacy – culture of reading • LE and foreign languages in dialogue • Cross-cultural perspectives Key Questions • How can the specific educational benefit of dealing with literature be laid down in a European framework? • How can literature be addressed within an LE-framework so as to acknowledge different national traditions? • How can literature be addressed within an LE-framework so that both cultural memory and the present cultural diversity are reflected?