Closed didactics of literary education: problem definition

In the article the features of the closed model of educationare discussed; and the problem is stated that arises as a consequence of the closed system factor. Thematerial for setting the problem is situations and phenomena. Phenomena of educational processparticipants' comprehension of their activity are chosen for analysis. The article also considerssituations when several opinions on activity appear, thus, giving a possibility of differentinterpretations of the process. In the introduction examples from teaching practice of Philologystudents are given. The solidarity of students' and pupils' interpretation of the results of a literary workanalysis is stated. The question of the reason that provides this common understanding is posed.Two models of literary education didactics are offered, in which the attitude to the subject ofstudy is formed by pairs of questions. For the first model, these questions are "What do we study?" and"Why do we study?"; for the second - "What do we study?" and "What do we learn?". In the body ofthe article educational tendencies are described, which are stipulated by the questions of the twodidactics. Both the didactics are compared in the choice of the subject of study; thus, such essentialnotions as value, justification, result of study, potential, empirical links, freedom and free action areintroduced. These notions enter the context that allows clearer comprehension of the core of theproblem.The following conditions of the closed nature of the first didactics are specified: a) the subject ofstudy needs justification, which is initialised by the question on the sense ("why study?"); b)justification is traditionally given by indicating the value of literature; c) as the result of study can nottake the form of the value of literature, it is defined as an equivalent quality of the person. The closeddidactics of literary education should provide convincing causation in the sphere of values. Out of thisthesis the problem of free actions exclusion from the educational process arises. And the closed systemfactor is generally described as a series of regularities, which stipulate notions that a free action isimpossible to be planned as a result of education.In the conclusion an approach to solving the problem is given. The alternative resources of thesecond didactics are described, including interpretation of the content of a free action and indication ofthe didactic role of the method of result presentation. It is offered to consider the latter as a factor ofcompletion of a free action, which promotes formation of a new subject of study.

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