Didactics of literature: challenges of the field

The author of the monograph is of the opinion that there are three areas that need to be taken into account in the field of didactics of literature and school literary education and that need to be kept in balance so that the field and the school subject do not lose their aesthetic, resp. aesthetic-educational focus: 1. reading (reading literary texts and its reflection), 2. creation (construction and reconstruction of the text and their reflection), 3. learning (learning about the contexts relevant for the interpretation of the text, maintaining cultural continuity and cultural identity). The current conception of literary education is still dominated by a doctrinal approach (reduced, moreover, to literary history and a frontal organizational form of teaching). The book shows that all major areas of literary education need to be developed (from science, e.g. literary theory; reading and creation and their reflection) and approaches other than (traditionally) scientific ones, primarily because that students should understand literature in a way as prevalent in real life, in reading, in culture.