Titlebook: Literature, Pedagogy, and Curriculum in Secondary Education; Examples from France M. Martin Guiney Book 2017 The Editor(s) (if applicable)

Deference

Book 2017 utilitarian or productive disciplines. Forgoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutua

Torrid

to examine the uncertain future of the “general education” sThis book argues for the importance of literature studies using the historical debate between the disinterested disciplines (“art for art’s sake”) and utilitarian or productive disciplines. Forgoing the traditional argument that literature

仔細(xì)閱讀

Introduction: Literature as Academic Discipline During Hard Times,iness” the only legitimate foundation of the discipline? Throughout the last 150 years, France has been at the forefront of these discussions and has much to teach the rest of the world as it struggles to define the goals and methods of literature in secondary education.

生氣的邊緣

Constrain

transdermal

adipose-tissue

Literature in French Schools After 1968, manifesto by left-wing literature teachers appeared in France in 1969, and continues to influence the spirit of reform up to the present day. The teaching of literature therefore provides a basis for comparing the “culture wars” in France and the United States.

詞根詞綴法

Insensate

Conclusion: The Future of Literary Studies in General Education,n has roots in Roland Barthes’s distinction between “consuming” and “producing”, between the “readerly” and the “writerly”. The economic metaphors of “consumption” and “production” provide the best justification, so far, for a mandatory literature curriculum that is a kind of useful spiritual discipline, both disinterested and practical.

ANA

,How (Not) to Teach: “Parroting” vs “Proximity” in Cinematic Representations of Literary Pedagogy,. On the other side, some recent films give a much more critical depiction of literary general education, such as . and .. Not only are these films evidence of the fascination with literary pedagogy among members of the general public, they also provide new avenues of discussion by challenging entrenched polemical positions.