The Conception of Literature-Teaching in the National Curriculum of Estonian Comprehensive Schools
Submitted by:
Andrus Org
Abstract:
In this paper, I analyse the change in conceptual approach in teaching of literature, which took place in Estonian comprehensive schools after the Basic Schools and Upper Secondary Schools Act took force in 2011. Literature has a somewhat unique position in Estonian schools since it is taught as an independent subject starting from Grade 5 of Basic Schools. According to the new subject-curricula (syllabus), teaching literature as an independent subject, requires a conceptual rethinking, a change in methodological emphases, and a paradigmatic turn in the didactic of literature as a whole.
At first, I examine comparatively the conceptual changes of teaching literature according to both the old (2002) and new (2011) national curriculum of the Basic Schools and Upper Secondary Schools.
TRADITIONAL APPROACH TO LITERATURE-TEACHING
Literary-historic (positivistic) principle
Linear and chronological approach
Author-centered view-point
Isolated view-point (Estonian and World literature are divided)
Focused on classical literature
Rational aims
Equable teaching methods
INNOVATIVE APPROACH TO LITERATURE-TEACHING
Text-centered (poetic) principle
Concentric and integrated approach
Reader-centered view-point
Comparative view-point (Estonian and World literature are joined together)
Focused on contemporary literature
Cognitive aims
Different teaching methods
Literature has a twofold position in the National Curriculum of Estonian comprehensive schools. Firstly, literature belongs to the realm of subjects of arts, teaching figurative (metaphoric) thinking and language-use. Secondly, literature also belongs to the realm of subjects of humanities and, as such, is a part of something more general such as culture, language, history and ethics. This two above understandings also comprising two traditional functions of teaching literature – aesthetic (poetic) and ethical (value education).
The general theoretical discussion is supported by the collected written opinions and comments from the teachers of Estonian language and literature explaining how and what way the new curriculum has changed their teaching practices.
References
McMahon, Robert 2002. Thinking About Literature: New Ideas for High School Teachers.
Portsmouth, NH: Heinemann.
Showalter, Elaine 2002. Teaching Literature. Oxford: Blackwell.
Thompson, Linda (Ed.) 1996. The Teaching of Poetry: European Perspectives. London: Cassell.