Metodologiczna charakterystyka współczesnych teorii nauczania i literatury (zarys problematyki) = Methodological characterization of contemporary theories on teaching and learning literature (outline of problems)
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The author singles out two phases in the evolution of literary didactics: A prior-theoretical phase and a theoretical one. In the first phase literary didactics did not go beyond the essence of actual social experience, gathered and generalized facts and systematized current knowledge about processes of teaching and learning literature. In the second phase, the theoretical one, the researcher's practice goes beyond the limits of actual social experience and begins to form theories which remain in connection with this experience. ; Prior-scientific conceptions of teaching literature were connected as closely as could be with literatures. They did not perform neither explaining functions nor prognostic ones. Scientific theories of teaching and learning literature are supported by interdisciplinary assumptions and occupy themselves mainly with researches on the dependence between didactic activities and their results. ; Within Polish didactics of literature the autbor points out three trends: a) the so-called didactics of simplified literatures, b) theories connected with general didactics, c) independent theories supported by interdisciplinary assumptions and making use of independent methods of scientific researches.