From Goethe to Plenzdorf: Overcoming Student Alienation by Teaching about It

Abstract

The course described here treats the traditional German syllabus with a twist to make students appreciate the meaning of critic and to get them involved in traditional literature from a Hegelian-Marxist perspective. The twist is an orientation emphasizing the alienation of the protagonist and the approaches employed to deal with the problem of alienation in differing historical contexts. Turning Hegel rightside in the classroom helps shake up student preconceptions about the nature of literature and its role in society. In the job-oriented society of today, the advanced intermediate (or third year) introduction to German literature whose primary intent is to familiarize students with basic modes of literary analysis must be based on rather pragmatic considerations. Student background and the prevailing emphasis on language skills for career goals are variables which should affect the content and format of a survey of literature. When planning the syllabus it appears more imperative than ever to take into account those extra-literary concerns of the students which clearly influence interest and performance in a survey course. A carefully written course description, teacher reputation for dynamism, and readiness to be available for pre-registration interviews will help attract those students who are moderately interested in continuing with German. The ones who do so tend to bring along deficient preparation in reading English and American literature and must be taught a basic critical vocabulary in both English and German.' The course I am describing subordinates the goal of improving language skills in a literature course to a philosophical/critical approach which stresses increasing students' sophistication as literary critics and reinforces their interest in studying a foreign literature. Colleagues may not be entirely comfortable with the notion of using literature to influence students' political or social attitudes. In my opinion, however, traditional literary methods courses often do embody a degree of ideological bias, but teachers are reluctant to admit so to students. Students find frankness refreshing and provocative. Urging students to analyze carefully the norms by which they Judge literary and social achievement helps to sharpen their aesthetic perceptions and ultimately to stimulate their best intellectual effort in class. Student input is thus encouraged and student self-realization is elicited within a spirit of group cooperation. Collective assignments on the model of German Referate and Kollektivarbeit for the final exam help develop