Abstract
New goals for literary education at tertiary level have been emphasised from the perspective of the secondary school reform in Ukraine. A literature teacher’s meta objective is to educate “an implied reader” who is able to perceive and understand a literary work accurately, and who has a competency for the adequate analysis of artistic tools and means to establish the message of a literary work implied by its author. This paper aims at examining the issue of the training of an implied reader as a goal for contemporary literary education. The receptive poetics is claimed to be an essential component of the analysis of the implicit meanings in a literary work. The mechanism of the implicit meanings generation is described in the process of the reader’s reception actualisation. Modelling how the reader’s associations emerge also requires the application of psychological tools (namely the reverse funnel effect). The strategy of slow reading allows to deeply specify every artistic tool and significant detail, and the analysis of their functionality allows readers to understand the mechanism of the main message creation. The awareness of the importance of the above mentioned methodological approach opens up new research perspectives, with the methodology for a literary work academic analysis being one of the most urgent.
Highlights
From the perspective of the secondary school reform, presented in “The New Ukrainian School: Conceptual Principles of Secondary School Reform”, new goals for the higher education have emerged that focus on new key competencies that secondary school students should acquire
Klochek (2017) remarks that contemporary literary studies being predominantly of a “dissertational” type ignore “the genre” of a separate literary work analysis, and academic sources devoted to“slow reading” of fiction do not enjoy popularity with those who teach literature at secondary and tertiary levels (p. 8). It is the strategy of slow reading that allows to deeply specify every artistic tool and means, every important and significant detail, and the analysis of their functionality allows readers to understand the mechanism of the main message creation
If we take into consideration that the artistic system consists of tools that interact with each other, making system connections, it comes to light that the subtext is one of the most important parts in this system, because it is the key to understanding and realising the true message of a literary work
Summary
From the perspective of the secondary school reform, presented in “The New Ukrainian School: Conceptual Principles of Secondary School Reform” (see: The New Ukrainian School, 2016), new goals for the higher education have emerged that focus on new key competencies that secondary school students should acquire. One of them is cultural awareness that is defined as “the ability to appreciate objects of art, form one’s own artistic tastes, independently express ideas, experiences and feelings towards art” Klochek (2017) draws attention to Gadamer’s idea, expressed in his article “Aesthetics and Hermeneutics”, that “for the recipient to understand the art work inevitably means to meet himself”, and concludes that “the development of the skill to understand an artistic text provides an individual with the competent understanding of himself and the world” The implied reader education should become one of the main objectives both for the secondary school and literary education at tertiary level, and the strategies of this education are to be developed. In connection with the current secondary school reform in Ukraine, a range of problems involving the literary training of teachers, philologists, methodologists have received a lot of attention in recent research works, e.g. Bondarenko, 2017; Klochek, 2017; Movchan, 2017; Mykytiuk, 2017; Pakharenko, 2017; Tokman’, 2017, etc
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