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In his paper the author cheeks on two competitive hypothesises: on the need of systematic teaching of literature and on the possibility of asystematic teaching. He establishes three general characteristics of systematic teaching: a) an optimum of organization of newly acquired experiences, b) connexion of newly acquired experiences with hitherto obtained, c) adoption of theoretical knowledge to practice ; Then the author gives his reasons, why asystematic teaching is a consequence of didactics of a simplified theory of literature, and therefore a consequence of this tendency in the evolution of literary didactics, which got placed within the theory of literature. Systematic teaching on the other hand is closely attached to integrational tendencies in modern teaching, especially to explaining interpretation and verifying integration, which occur in the process of explanation as well as in the justification of enunciations and in scientific theories.