Jednak Książki. Gdańskie Czasopismo Humanistyczne <p>"Jednak Książki" to wydawane elektronicznie czasopismo Instytutu Filologii Polskiej, zajmujące się problematyką literaturoznawczą (teoria, historia i krytyka literacka), ale uwzględniające również w szerokim zakresie tematykę filozoficzną, antropologiczną, społeczną oraz artystyczną.</p> Uniwersytet Gdański pl-PL Jednak Książki. Gdańskie Czasopismo Humanistyczne 2353-4699 Kilka wstępnych rozpoznań Grażyna B. Tomaszewska Dariusz Szczukowski Copyright (c) 2018-12-28 2018-12-28 10 7 8 Sprostowanie Anna Ślósarz Copyright (c) 2018-12-28 2018-12-28 10 Uwalnianie lektury <p>In my article I analyse the contradictions between the institutional assumptions at school and the postmodern thinking about didactics. I quote the book entitled In defence of the school. A public issue by Jan Masschelein, Maarten Simons and make an attempt to reflect upon the reading assignment as the time which is free from institutional pressure. I analyse the school curriculum by pointing out the contradictions of its entries and the symbolic violence it includes both towards teachers and students.</p> Dariusz Szczukowski Copyright (c) 2018-12-28 2018-12-28 10 9 22 10.26881/jk.2018.10.01 Kategoria empatii w edukacji polonistycznej <p>The object of the author’s reflection is the status of the empathy category as an interdisciplinary research category and its relation to the experience issue. It is the problem that is particularly emphasized in the literary discourse, for which an indispensable context is cultural and anthropological discourse, the synthesis of which determines the transdisciplinary nature of research in the category of experience and empathy. The sketch is a cross-section of the most important thoughts that shape the postmodern reflection on these areas. First of all, the ways of the assumption applying of research on empathy - based on the ethical return - in Polish language education- was subjected to the consideration. The last part of this paper was devoted to the presentation of possible activities related to the reading of The Witcher Andrzej Sapkowski at Polish language lessons, striving to problematize the problem of the experience of otherness, and therefore the mechanisms of expanding the receiving empathic sensitivity.</p> Izabela Funk Copyright (c) 2018-12-28 2018-12-28 10 23 40 10.26881/jk.2018.10.02 Romantyzm wciąż aktualny? Szkolny dialog z klasyką <p>I argue for amazing values of the tradition of romanticism. I pay attention to connections between this tradition and the present. I write about necessary changes in reading romantic literature at school. In my point of view the most important is not to talk only about national values. It is really necessary in Poland. We must not continue to think that patriotism means only fighting with other people. Forming students’ national identity is one of the main duties at school but the romantic way of understanding patriotism has to be changed. It is very dangerous in our century. Many researchers also write about it. It is a very important problem of literary studies. I also present suggestions to work with Reduta Ordona in primary school and in junior high school. There are different ideas presented in methodical literature as well as my own suggestions.</p> Małgorzata Antuszewicz Copyright (c) 2018-12-28 2018-12-28 10 41 54 10.26881/jk.2018.10.03 Szkolne zmagania z narracją historyczną w „Krzyżakach” Henryka Sienkiewicza <p>In the article I analyse different types of reading Henryk Sienkiewicz’s various historical characters at school. The reading of Sienkiewicz’s works is frequently too general and schematic, therefore I suggest an attempt to read this writer with the use of poststructural theories. In this text I am interested in ways of using modern narratology (I appeal to Hayden White) to the analysis of the narration in „Krzyżacy”.</p> Karolina Pol Copyright (c) 2018-12-28 2018-12-28 10 55 66 10.26881/jk.2018.10.04 Feministyczna lekcja czytania. „Pani Dulska” w praktyce szkolnej <p>The article in an attempt to translate the feminist critique onto the language of school practice. The author undertakes an attempt of a feminist reading of <em>Pani Dulska </em>by Gabriela Zapolska. She indicates that this way of reading is effective for teaching literature at school. It significantly broadens the interpretative possibilities and outlines the cultural and social spectrum of gender roles.</p> Bogumiła Brogowska Copyright (c) 2018-12-28 2018-12-28 10 67 77 10.26881/jk.2018.10.05 Co o człowieku mówi obłok, kamień i morze? Twórczość Janusza Stanisława Pasierba w praktyce szkolnej <p>The article is an attempt to show the way of analysing the works of Pasierb as a regional phenomenon on the one hand, and a universal poet speaking in depth about our existence on the other. In my article I suggest the reading of Pasierb’s haiku in the school practice. Due to the implementation of hermeneutics as an interpretative method, the poems may interest the students and develop their reflection on the world.</p> Paulina Osak Copyright (c) 2018-12-28 2018-12-28 10 79 89 10.26881/jk.2018.10.06 Szkolne budowanie mostu między literaturą popularną i literaturą wysoką na przykładzie „Igrzysk Śmierci” Suzanne Collins i „Utopii” Wisławy Szymborskiej <p>Popular literature is close to students and can be used as a starting point to high literature; by using similarities in motives, which exist in simplified, and schematic way in the popular literature, and which are deepened, and ambiguously understood in the high literature. The starting point are ‘The Hunger Games’ by Suzanne Collins and the motives of utopia and dystopia occurring in it. This writing is collated with the poem ‘Utopia’ written by Wisława Szymborska in order to make a deeper analysis of the utopian motive.</p> Karolina Fijołek Copyright (c) 2018-12-28 2018-12-28 10 91 102 10.26881/jk.2018.10.07 Zapomniana karta. O inicjatywach wprowadzenia filmu do szkół <p>The article <em>The forgotten page. On the introduction of film education to Polish schools </em>raises a subject of film education in Polish schools. At the beginning of the article the author focuses on the groundbreaking school curriculum introduced to Polish schools in 2009. The teachers of Polish have had to include the elements of film education within their course since then. At the same time Polish Film Institute provided fourteen thousand schools with the packages of film materials. It was supposed to support film education in schools. The initiative was warmly approved by the press and various media. Nonetheless, it was not the first initiative of this kind in Poland as similar programme was introduced to schools in the 1930s by Film Institute of Polish Telegraphic Agency. The article is devoted to the description of this forgotten period of Polish education, which was terminated by the outbreak of World War II.</p> Maria Szoska Copyright (c) 2018-12-28 2018-12-28 10 103 115 10.26881/jk.2018.10.08 Nowe media i technologie cyfrowe a kształcenie interpretacji <p>The article analyses the relations which exist between the hopes related to the use of education of new media and digital technologies and the specifics of Polish Language teaching. The paper shows the complexities of such relations by means of the problem of using new technologies as tools which help to teach complex skills, such as interpretation. The article indicates the optimistic suggestions steming from the Internet interpretative practice and the limitations connected with it in the case of teaching interpretative competences. The paper includes the outcome of an experiment which directly tested the new media and digital technologies in the process of teaching the skill of interpretation.</p> Grażyna B. Tomaszewska Copyright (c) 2018-12-28 2018-12-28 10 117 135 10.26881/jk.2018.10.09