Didaktika literatury: výzvy oboru

The author of this monograph is of the opinion that there are three areas that need to be taken into account in the field of literature didactics as well as in literary education in schools, and which have to be kept in balance so that neither the field nor the school subject lose their aesthetic or rather their aesthetic-educational focus: 1. reading (reading of literary texts and reflection on them), 2. creation (construction and reconstruction of texts and reflection on them), 3. study (discovering the contexts relevant for interpretation of the text, maintaining cultural continuity and cultural identity). In the current approach to literary education, the emphasis on studying remains prevalent (and it is also limited to literary history and frontal instruction). The book shows that it is necessary to develop all of the important areas of literary education (for instance literary theory; reading, writing and reflection) and other approaches that the traditionally instructional, primarily for the reason that students should understand literature in the way that it is prevalent in real life, in reading, and in culture.