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A world locked in simplistic oppositions. The interpretive statements of lower secondary school students

100%

Tomaszewska G. B.

Edukacja

2017

nr 2(2017)

136–145

This article considers the consequences of rejecting axiological ambiguity in the sphere of human experiences and reflection, as observed in statements made by lower secondary school children as part of a study Teaching language and literature in secondary school in light of the new core curriculum. The negative consequences are indicated of interpreting the world as one locked in the values of extreme opposition, based on an analysis of students’ interpretations of Balladyna by Juliusz Słowacki and Memoir of the Warsaw Uprising by Miron Białoszewski. The risks may include alienating the student from reality, as well as the reformulation of values into a set of anti-values, which excludes the possibility of reaching interpersonal agreement. Constructing a personal axiological system on this basis can occur only at the cost of discrediting the values of others, who are denied the right to have them from the outset. In such a world, there is no place for dialogue about values differing from those already held.

Robinson Cruzoe i problem bohatera: opowieść obrazkowa Ajubela

100%

Tomaszewska G. B.

nr 10

358-370

This paper analyses the problem of ambiguity of the main character in Danie Defoe’s novel and the problem of the target reader’s ambiguity. The graphic version of Defoe’s novel, created by Alberto Morales Ajubel (2008) unveils this problem. It is also an interpretative challenge, which may be used in various ways in the school environment. The paper introduces some of these methods. Complicated relations between word and picture, which are introduced by graphic novels of such kind, are an important didactic aspect of Polish Language Education.

Obojętność świata a pragnienie sensu: Zbigniew Herbert, Dęby

100%

Tomaszewska G. B.

nr 10

240-251

The paper treats the reading of a poetic text (Herbert’s Dęby) as an act of opening to what is difficult, inexpressible, yet tiring everyone (including a student) in the simplest examples of everyday existence. It points out the problem of tension (and its consequences) between the urge of being in a familiar world and the feeling of a total and fundamental strangeness of the world, between the desire of gripping the sense in what we experience and everything which denies these attempts. The subject of such reflection may also be the human forms of incompatibility and desperation.