Abstract
The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.
Highlights
The article discusses the status of literature in teaching geography
Literary maps bind topography with history and realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye
Literatura, podobnie jak kartografia, mapuje przestrzeń, nadając jej imiona własne, które pozwalają zobaczyć w przestrzeni swoiste miejsca „zgęstniałego, mnogiego czasu” (Claudio Magris)
Summary
The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literatura, podobnie jak kartografia, mapuje przestrzeń, nadając jej imiona własne, które pozwalają zobaczyć w przestrzeni swoiste miejsca „zgęstniałego, mnogiego czasu” (Claudio Magris).
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