Abstract
The article discusses the anthropocentric and cultural trend in Polish language didactics (starting from Jan Polakowski). The author also points to a different understanding of the terms <em>anthropology</em> and <em>anthropocentrism</em> in modern humanities and gives examples of texts (of which even fragments are worth reading with students), questions that can be asked to students, and issues that students should be sensitive to – in connection with the presence in the literature, art and didactics of motives, plots and reflection of anthropological nature. The study is a kind of guide to selected issues and dissertations.
Highlights
The article discusses the anthropocentric and cultural trend in Polish language didactics
The author points to a different understanding of the terms anthropology and anthropocentrism in modern humanities and gives examples of texts, questions that can be asked to students, and issues that students should be sensitive to – in connection with the presence in the literature, art and didactics of motives, plots and reflection of anthropological nature
Rozmawiając z uczniami o ich doświadczeniach obcowania z naturą, o przeżyciach i przemyśleniach, można podpowiedzieć tytuł, wskazać wywiady w czasopismach oraz internecie, polecić spotkania autorskie, a przede wszystkim podjąć dyskusję wokół problemów, które pojawiają się w kręgu ekokrytyki
Summary
The article discusses the anthropocentric and cultural trend in Polish language didactics (starting from Jan Polakowski). Formułując założenia metodyki koncepcyjnej, zwrócił uwagę na „metodyczną refleksję”, 2 Por. Michał Paweł Markowski (2005: 16–25) o doświadczeniu: „Kategoria doświadczenia [...] jest podstawową kategorią antropologiczną, która opisuje człowieka zanurzonego w życiu i starającego się o tym życiu powiedzieć coś innym po to, by oni także mogli je zrozumieć”.
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