Literatúra ako literárne konanie a jej konceptualizácia v kľúčových metaforách vzdelávacieho systému
Informácie o projekte
| Číslo projektu: | 1/0590/16 |
|---|---|
| Doba riešenia projektu: | 1. Január 2016 - 31. December 2018 |
| Vedúci projektu: | doc. Ivan Jančovič, PhD. |
| Zahraničný projekt: | nie |
Literature in Literary Actions and its Conceptualising Via Key Metaphors of Various Educational Systems
The project is focused on the analysis of variants, predispositions, aims and effects of literary actions within systems of education. The project represents a follow-up type of research orientated on conceptualisation of literatures understood as specific social systems of actions within the four dimensions of elements, considered as “literary”: production, mediation, reception, processing. This project is aimed at a particular field of social aspects of literature, which is integration of literature into educational systems of selected countries. The major aim of this project is thus to identify parallels among various types of human experience necessary to master literary texts related to the instrumental possibilities provided by available educational documents, usually rooted in the philosophy of knowledge-based society. The tension between the social system of literature and the “official” systems of education is understood as the result of more or less direct governmental intervention.
In the project, the target group is clearly defined: (the student) is a model target of literary actions. The research will analyse this model target as designed by the natioanl educational documentation via their selection of “ideal” literary phenomena and their cognitive-emotional perspectives and via expected student performance. The researchers will also anayse correlation with the priorities of the national policy. The idea, aims and expectations that led to the social construct of officially “prescribed” competence of young adults within the existing system of literary studies are of primary interest of the research team.
The major attention will also be paid to the literature programs at secondary grammar schools, as stipulated by the key document entitled National Education Program for Secondary Grammar Schools. Parallel analyses will be held in other selected states. Special attention will also be paid to the correlation between the model of literary education and national “philosophy” of education which, in Slovakia could be summed as “neoliberal”. This term has been explained in the context of neoliberal education by O. Kaščák and B. Pupala (Škola zlatých golierov, Prague, 2012). According to authors, neoliberalism represents the basic feature of present-day economic, political and social government. Some of the results of neoliberalism include political, social and economic norms which lead to creation of individual human identity, their self-identification and so called “life conduct”. In educational projects, such neoliberalism is usually translated into special emphasis on quality education, internationally recognized as a source of human capital and also a source of national economic wellfare. High quality is secured through standards of education at national levels and verified by various testing instruments.
K. P. Liessmann (Teorie nevzdělanosti, Prague, 2008), however, sees the negatives of similar globalised philosophy of education. He demostrated that education, especially in western-type societies, became an “empty concept” and the very diea of knowledge-based society is only a label camouflaging various political and economic interests. Many arguments support such critical reflexion of neoliberal educational policy; which, however, often lead to even more unanswered questions – for example, what is the function of literature at schools (representing intitutions producing the human capital); and how can “non-pragmatic” literature justify itself when confronted with the neoliberal economy-based model of society?
- How should schools deal with the subversive potential of major parts of literature facing its extraliterary surroundings?;
- How should schools put into practice the encouragement for “critical thinking”; if they simultaneously function as pragmatic drills and fulfill various economic and political interests?;
- Further, how can various types of experience be “measured” by art and literature?;
- How this experience can be standardized, measured, tested and graded? And finally, what is the ratio between the interests of schools (competing for evaluations) and state and students themselves?
The proposed project will attempt to find answers to these and more questions.
Annotation of the most important result
The study Literature and its Conceptualization in Education System Metaphors analyses Slovak, Russian and German education policy documents. Literature and education are part and parcel of social reality and they serve to hand down social knowledge. On one hand, literature is a symbolic field and it contributes to maintaining everyday experience as reality; on the other hand, it is capable of subverting its status, thus potentially coming into conflict with the stabilizing function of education. The study analyses correlations between the ideological background of education ideas and the model of literary acts. TheIn Pursuit of Functions and Frameworks discusses the essence, significance and mission of traditional humanities – especially literature. It deals with categories such as “literary acts” in terms of “socially shared models of cognition”. The study utilizes an interdisciplinary approach to define influential education concepts of the neoliberal era and their consequences in literary education.