Сказната низ призма на симболичкиот јазик и нејзината рецепција во современ контекст (изворен [оригинален] научен труд)
The story through the prism of the symbolical language and its reception in the modern context

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Summary/Abstract: Amoral, morbid, frightening, primitive, cruel and non-pedagogical are the most common qualifications that can be encountered when talking about the story and its role in the growth and maturation of children. In the Western world, the thesis about the retrograde element in fairy tales is increasingly being asserted and its educational and pedagogical function is being scrutinized. The modern approach to the fairy tale, imposed by the uninformed, led to the need to think about its prohibition and revision of the fairy-tale narration, in accordance with the needs of modern readers-children and parents. Discussions fueled by parents’ reaction to children reading morbid readings full of violence, fear and amoral scenes, imposed the need to update the psychoanalytic approach. Freud and his followers read the stories as an image of repressed infantile and incestuous desires, while Jung recognizes a treasure trove of archetypal images, which come from the collective unconscious – the psychic layer common to all people. The story represents a synthesis of all the experience that man has gone through since his archaic ancestor, until today. The fairy tale as a symbol contains many layered layers: historical, religious, magical, psychological, social, cultural, etc. All of them were constantly shifting, combining, dominating one another, adapting and changing. The story touches on the philosophical and psychological understanding of the world that surrounds the child and young people, it indirectly represents the period of growth and maturation of the child (his search for individuality), while talking about the relationships in the family (mother, father, brothers, sisters), as well as the conflicts arising from those relationships. Is the fairy tale “safe” and “harmless” literature that is offered to the child, and the child accepts it unconditionally?! What should be its treatment by science and what is the justification of the claims that revision is necessary?

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