Where Is Literary Teaching Going?

 

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书目详细资料
作者: Garayalde, Nicolás
格式: artículo original
状态:Versión publicada
Fecha de Publicación:2023
实物特征:The science of literature that emerged at the end of the 19th century shaped a literary teaching framed in the culture of commentary, whose salient feature was the division of languages, for the dissertation was not to be written in the form of its object. This division of languages led to an instrumentalisation of literature, where the literary text is used to reproduce a knowledge that is already known. In recent decades, as a reaction to this teaching, pedagogies have emerged (humanist or pleasure pedagogies) that aim at a direct contact with the work, a contact stripped of theory. It seems that these pedagogies are rushing towards epistemologically naïve forms of knowledge. Consequently, as I propose in this essay, literary teaching should move towards a teaching articulated in two dimensions: 1) an epistemology of reading; 2) a teaching of the writing of reading that returns to rhetorical culture.
País:Portal de Revistas UCR
机构:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
语言:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/57931
在线阅读:https://revistas.ucr.ac.cr/index.php/kanina/article/view/57931
Palabra clave:literary teaching
reading
writing
rhetoric
epistemology
enseñanza de la literatura
lectura
escritura
retórica
epistemología
enseignement de la littérature
en lisant
en écrivant
rhétorique
épistémologie