Jezik in slovstvo

Kodni sistem
Slovenska knjizevnost
Avtorji
Urednistvo <-> bralci

Jezik in slovstvo
Povzetki

Metka Kordigel

Se enkrat o integriranem/ celostnem pouku z zornega kota knjizevne didaktike
One More Time on the Integrated (Holistic) Model of Education from the Perspective of Literary Didactics

Slovenski sinopsis
English synopsis
English summary

Slovenski sinopsis

V clanku se opredeljujemo do (ne)ustreznosti integriranega pouka na razredni stopnji osnovne sole. Do koncepta se opredeljujemo tako z zornega kota ciljev naravoslovnih predmetov kot tudi z zornega kota ciljev pouka knjizevnosti in knjizevne vzgoje. Pri tem ugotavljamo, da integrirani pouk z zdruzevanjem literarne vzgoje in spoznavanja narave in druzbe ne more dosegati ciljev nobenega izmed predmetnih podrocih, saj na eni strani zavira razvoj formalnologicnih intelektualnih operacij (kar je osrednji cilj naravoslovja v zacetku solanja) in na drugi strani usmerja ucence v napacno vrednotenje literature (z izkljucno gnoseoloskega zornega kota), v izbor napacne bralne strategije za branje literarnega besedila. Poleg tega ne razvija zmoznosti prepoznavanja in zasedanja vloge adresata v recepcijski situaciji --- in ta nacin ne omogoca razvijanja otrokove recepcijske sposobnosti, kar je osrednji cilj literarne vzgoje.

English synopsis

A major inadequacy of the integrated model of education is its attempt to combine literary education and science classes. By doing this, it fails to reach the educational objectives in both domains, on the one hand hindering the development of formal logical intellectual operations (which is the prime objective of science classes in the first four grades of primary school), and on the other hand misleading children into an inappropriate evaluation of literature (exclusively from a gnostic point of view) and into selecting a reading strategy inappropriate for literary texts. Besides, it does not develop their ability to recognise and to assume the role of the addressee in reception situation. It does not enhance their receptive capacity, which is the central objective of literary education.

English summary

Against the background of current heated discussions about the appropriateness of the integrated model of education in the first four years of primary school, the author reviews the model in terms of objectives of both science and literary courses.

The fictional worlds of fairy tales and fantastic literature have effect within the subjective cognitive scheme. Literary texts of this kind involve a type of response to reality comparable to that of animistic cognition tipical of children at the pre-operative (= pre-school) stage of their cognitive development. Cognitive psychology (which is claimed to be the basis of the integrated model!) calls for lower grades curricula that would go beyond the level of concrete intellectual operations and stimulate development of formal logical intellectual operations. This objective rules out the use of literary texts whose fictional world is regulated by principles typical of the earlier, in most children already surpassed, stage of intuitive intelligence.

From the point of view of literary education, the integrated model is disastrous. In it, literary education objectives would supposedly be achieved as side-effect of pursuing other objectives. The use of a literary text in »preparing pupils for a thematic complex« or as a didactic instrument »to learn a natural/technical structure« ignores the fact that reading a text involves two very different reading situations. Even more, the place and role assigned to the literary text in the integrated model imply that all texts are primarily meant to help the child in learning about the world and the principles governing it.

As the integrated model does not develop the child's ability to distinguish reading situations and reading objectives, the child cannot chose a reading strategy appropriate for a given text. In other words, the child does know when he should extract from the text a necessary amount of data in a minimum possible time to reach the objective of his reading, and when the reading speed does not matter, because reading should be a source of literary aesthetic experience, and, therefore, should not be as short as possible.

Not distinguishing between the pragmatic and literary perceptive situations, the child enters into both of them with misplaced expectations. He evaluates literature in terms of its informative content and exactness. This is of course completely inadequate. By definition, literature is more than its cognitive component only.

With the integrated model not developing the child's ability to recognize the reception situation, the child will not learn to know when the meaning of a text can be grasped simply by putting together the data in it, and when a text has a lot of 'empty space' to be filled in by the reader's own imagination.