国語カリキュラムにとって文学はなぜ必要か : 現代米国の文学教育論を手がかりとして

Why Reading Literature in Language Arts Curriculum Still Matters : From some considerations of contemporary discussions on literature instruction in US

Yamamoto Takaharu

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

In this paper, through examining Janet Alsup’s A Case for Teaching Literature in the Secondary School, I explored the problem on aims and objectives for literature instruction, and considered a radical question, “why reading literature in Japanese language arts curriculum still matters?” Alsup also considered such a question with rich references from studies on literature instruction in US, cognitive psychology, primatology, cognitive narrative studies, and so on. Alsup provide a view of literature instruction in secondary schools with considering a question, “what literature can DO?” She found out four essentials by investigating contemporary literary pedagogy, these are, “identification,” “empathy,” “critical thinking,” and “social action.” As conclusion, I suggested that we should learn from educational suggestion in various disciplines, i.e., critical pedagogy, education of social justice, problem-based learning, or service learning, for developing more fascinating lessons of literature. For nurturing students to the holistic readers, and providing them to the holistic preparation for life, literary reading and responding in literature instruction could be still matters. Encouraged from Alsup’s affirmation, I concluded that we should have further explorations of the functions of literary works for eliciting students’ discoveries for living. This work was supported by JSPS KAKENHI Grant Number JP15H03503

teaching literature

critical pedagogy

problem-based learning

service learning

文学教育

批判的教育学

ＰＢＬ

サービスラーニング

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725