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(Иван Џепароски: Грабнувањето на Европа, Скопје: Дијалог, 2012)
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Според A Clean Well-Lighted Place на Хемингвеј
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How was Shakespeare taught in Bulgaria before and after 1989 – has he been the subject of idealogization; which are Shakespeare’s canonical works according to the Bulgarian high school; what interpretations have been made of his works and do they offer Bulgarian students an adequate and contemporary approach to this English classical playwright – these are some of the questions that this text aims to address. Parallels will also be made between the way Shakespeare is taught in the regular and specialized high schools; the text will also attempt to draw some comparisons between the manner of interpreting Shakespeare and the teaching methodology applied in other countries.
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The text is focused on the specifics in comparison and the relationships between fiction literature and digital reality as well as on popular practices in teaching and learning literature in the secondary school, in digital communicating, and on their (non-)proactivity in civil education. The conclusion is that the holding of differences between adequate reading of literature in school and digital communicating is a condition for building human as a member of civil society.
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The paper deals with the way Dickens has been presented in the textbooks for the English language schools in Bulgaria in the past 50 years. It looks at the choice of texts, the various tasks and exercises, as well as the accompanying information on the author and his period. Attention is given to the structural and content-oriented transformations in the context in which Dickens has been positioned and especially their dependency on contradictory ideological and pragmatic interests. The paper finally argues for a new approach accommodating more up-to-date forms of presentation of a “global“ Dickens relevant to today’s youth culture.
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In this article Christine Sanderson demonstrates her method for teaching classic literary novels through comparativistic analysis of the situational archetypes in pairs of classic and young adult novel. Sanderson argues that with this approach it is easier for the students to understand that literary analysis goes beyond just the main elements like plot and characters. Students find Young Adult novels easier to understand and to relate to, thus to learned how to find parallels between them and the classic novels helps them to gain deeper understanding of the classic novels and the literature as a whole.
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You will get many different answers to the question whether Shakespeare should be taught in school. His work has both supporters and critics. But most interesting is the opinion of directly involved with his texts – teachers and students. What are their arguments for and against the presence of Shakespeare in the curriculum we can understand because of the numerous discussions on the Internet.
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The text responds to popular fears in academic humanities circles in Bulgaria and abroad about the decline of the status of literature and literary education. After tracing the technological and economic ground for these fears, it offers a historical background to the problem, interpreting the latter as a crisis of perspective due to a complex interdependence, ever since medieval times, between the general level of literacy and the functions of criticism.
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In this short article John Newton attacks the curriculum “specification“s for the UK English classes. In his opinion they make B-level readers of the students and limit their view on the English literature to very narrow confines.
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After the State of Wisconsin, Sweetwater County chooses to take the rhethoric turn in the curriculum for the high school English classes in order to better prepare its students for college and real life. Instead on the English literary classics the new curriculum is based on wider variety of texts including editorials, speeches, advertisements, nonfiction and short stories. The main idea is the future freshmen to be better prepared to think critically, to be able to participate in academic discussion and to write argumentative papers, competences that many undergraduates currently lack and have to learn through additional courses in rhetoric.
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The article deals with the distinctive features of the teaching literature in France and with the role of the Cartesian cult of the method, which is traditional for the French school. The text presents the contemporary debates between three main conceptions. The first one privileges the studying of certain methods of analysis of text; the second insists on the relations between literature and life; the third concentrates on the possibilities of the literature to contribute to the development of communicative and social skills. The conclusion of the article is that in spite of the modern utilitarianism, France remains a country where the literature is recognized as value in itself, which deserves to be studied independently of the practical objectives.
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The text considers the widespread wishes and expectations about the usefulness of the literature education. The understanding of the usefulness mainly as an immediate benefit undermines the idea about the worth of the literature. For that reason it is tried to find another way to explain the significance of the literature education. A point of view is proposed here that the lessons in literature are necessary independently of the various expectations about their usefulness.
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