{"id":10611,"date":"2024-09-24T16:23:41","date_gmt":"2024-09-24T14:23:41","guid":{"rendered":"https:\/\/bibliolingua.eu\/literatura-ako-nastroj-medzikulturnej-empatie-pri-uceni-sa-jazykov\/"},"modified":"2024-10-15T10:23:49","modified_gmt":"2024-10-15T08:23:49","slug":"literatura-ako-nastroj-medzikulturnej-empatie-pri-uceni-sa-jazykov","status":"publish","type":"post","link":"https:\/\/bibliolingua.eu\/sk\/literatura-ako-nastroj-medzikulturnej-empatie-pri-uceni-sa-jazykov\/","title":{"rendered":"Literat\u00fara ako n\u00e1stroj medzikult\u00farnej empatie pri u\u010den\u00ed sa jazykov"},"content":{"rendered":"\n<p>U\u010denie sa nov\u00e9ho jazyka otv\u00e1ra dvere do r\u00f4znych kult\u00far a v kombin\u00e1cii s literat\u00farou pon\u00faka hlb\u0161ie a jemnej\u0161ie porozumenie. Tento \u010dl\u00e1nok prin\u00e1\u0161a poznatky o tom, ako m\u00f4\u017ee \u010d\u00edtanie liter\u00e1rnych diel v ich p\u00f4vodn\u00fdch jazykoch podporova\u0165 medzikult\u00farnu empatiu, v\u010faka \u010domu sa jazykov\u00e9 vzdel\u00e1vanie st\u00e1va nielen intelektu\u00e1lnym cvi\u010den\u00edm, ale aj transforma\u010dnou \u013eudskou sk\u00fasenos\u0165ou. <\/p>\n\n<h2 class=\"wp-block-heading\">Ako literat\u00fara podporuje empatiu<\/h2>\n\n<p>Ke\u010f sa \u017eiaci ponoria do pr\u00edbehov nap\u00edsan\u00fdch z perspekt\u00edvy, ktor\u00e1 sa v\u00fdrazne l\u00ed\u0161i od ich vlastnej, za\u017e\u00edvaj\u00fa svety a em\u00f3cie mimo svojej bezprostrednej reality. Vedky\u0148a Martha Nussbaum (1997) tvrd\u00ed, \u017ee literat\u00fara sl\u00fa\u017ei ako forma etickej v\u00fdchovy a pon\u00faka \u201ev\u00fdcvikov\u00fa p\u00f4du\u201c pre empatiu. T\u00fdm, \u017ee sa \u010ditatelia ocitaj\u00fa v \u201eko\u017ei\u201c post\u00e1v z r\u00f4znych prostred\u00ed, roz\u0161iruj\u00fa svoje emocion\u00e1lne a kult\u00farne obzory, \u010d\u00edm sa st\u00e1vaj\u00fa citlivej\u0161\u00edmi vo\u010di sk\u00fasenostiam a hodnot\u00e1m in\u00fdch.  <\/p>\n\n<h2 class=\"wp-block-heading\">V\u00fdhody pre \u0161tudentov jazykov<\/h2>\n\n<p>Pre \u0161tudentov jazykov poskytuje \u010d\u00edtanie literat\u00fary v jej p\u00f4vodnom jazyku viac ne\u017e len slovn\u00fa z\u00e1sobu a gramatick\u00e9 zru\u010dnosti. Pom\u00e1ha im tie\u017e porozumie\u0165 idiomatick\u00fdm v\u00fdrazom, kult\u00farnym odkazom a soci\u00e1lnym kontextom, ktor\u00e9 u\u010debnice m\u00f4\u017eu prehliada\u0165. \u0160t\u00fadia Kramscha (1993) zd\u00f4raz\u0148uje d\u00f4le\u017eitos\u0165 zapojenia sa do autentick\u00fdch textov v cudz\u00edch jazykoch, \u010do \u0161tudentom umo\u017e\u0148uje orientova\u0165 sa v nuans\u00e1ch danej kult\u00fary a oceni\u0165 ich. T\u00fdmto sp\u00f4sobom sa st\u00e1vaj\u00fa nielen bilingv\u00e1lnymi, ale aj bikult\u00farnymi.  <\/p>\n\n<h2 class=\"wp-block-heading\">Pr\u00edklady medzikult\u00farnej literat\u00fary<\/h2>\n\n<p>Zaoberanie sa literat\u00farou v jej p\u00f4vodnom jazyku m\u00f4\u017ee pon\u00faknu\u0165 hlbok\u00fd kult\u00farny vh\u013ead. Napr\u00edklad \u010d\u00edtanie diela <em>L&#8217;amica geniale<\/em> od Eleny Ferrante (v talian\u010dine) poskytuje \u017eiv\u00fd obraz talianskej spolo\u010dnosti a priate\u013estiev, zatia\u013e \u010do dielo <em>Pomaran\u010de nie s\u00fa jedin\u00fdm ovoc\u00edm<\/em> od Jeanette Winterson (v angli\u010dtine) sk\u00fama ot\u00e1zky identity v r\u00e1mci britskej kult\u00fary. Sk\u00famanie rom\u00e1nu <em>Madame Bovary<\/em> od Gustava Flauberta (vo franc\u00faz\u0161tine) navy\u0161e poskytuje bohat\u00fd vh\u013ead do franc\u00fazskej spolo\u010dnosti 19. storo\u010dia a z\u00e1rove\u0148 obohacuje sk\u00fasenos\u0165 s u\u010den\u00edm sa jazykov prostredn\u00edctvom ponorenia sa do autentick\u00fdch kult\u00farnych kontextov.  <\/p>\n\n<h2 class=\"wp-block-heading\">Praktick\u00e9 aplik\u00e1cie pre pedag\u00f3gov<\/h2>\n\n<p>Pedag\u00f3govia m\u00f4\u017eu za\u010dleni\u0165 literat\u00faru do svojich jazykov\u00fdch osnov v\u00fdberom textov, ktor\u00e9 zodpovedaj\u00fa \u00farovni znalost\u00ed \u0161tudentov a z\u00e1rove\u0148 poskytuj\u00fa bohat\u00fd kult\u00farny obsah. Pou\u017e\u00edvanie dvojjazy\u010dn\u00fdch kn\u00edh alebo riaden\u00e9ho \u010d\u00edtania klasickej literat\u00fary v cie\u013eov\u00fdch jazykoch m\u00f4\u017ee by\u0165 \u00fa\u010dinn\u00fdm sp\u00f4sobom, ako prepoji\u0165 jazykov\u00e9 vzdel\u00e1vanie s kult\u00farnym ponorom. Projekty ako BiblioLingua, ktor\u00e9 sa zameriavaj\u00fa na vytv\u00e1ranie zjednodu\u0161en\u00fdch verzi\u00ed eur\u00f3pskych klasick\u00fdch diel, maj\u00fa za cie\u013e preklen\u00fa\u0165 t\u00fato medzeru, spr\u00edstupni\u0165 literat\u00faru a z\u00e1rove\u0148 zlep\u0161i\u0165 jazykov\u00e9 znalosti.  <\/p>\n\n<h2 class=\"wp-block-heading\">Z\u00e1ver<\/h2>\n\n<p>Literat\u00fara nie je len n\u00e1strojom na u\u010denie sa jazykov; je to cesta k porozumeniu, empatii a \u013eudsk\u00e9mu spojeniu. Za\u010dlenen\u00edm kult\u00farne bohat\u00fdch liter\u00e1rnych textov do jazykov\u00e9ho vzdel\u00e1vania m\u00f4\u017eu pedag\u00f3govia a \u0161tudenti podporova\u0165 hlb\u0161\u00ed a empatickej\u0161\u00ed pr\u00edstup k porozumeniu sveta. <\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\">Zdroje<\/h3>\n\n<ol class=\"wp-block-list\">\n<li>Nussbaum, M. (1997). <em>Cultivating humanity: A classical defense of reform in liberal education.<\/em> Harvard University Press.<\/li>\n\n\n\n<li>Kramsch, C. (1993). <em>Context and culture in language teaching.<\/em> Oxford University Press.<\/li>\n\n\n\n<li>Ferrante, E. (2011). <em>L&#8217;amica geniale.<\/em> Edizioni E\/O.<\/li>\n\n\n\n<li>Flaubert, G. (1857). <em>Madame Bovary.<\/em> Michel L\u00e9vy Fr\u00e8res.<\/li>\n\n\n\n<li>Winterson, J. (1985). <em>Oranges Are Not the Only Fruit.<\/em> Pandora Press.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>U\u010denie sa nov\u00e9ho jazyka otv\u00e1ra dvere do r\u00f4znych kult\u00far a v kombin\u00e1cii s literat\u00farou pon\u00faka hlb\u0161ie a jemnej\u0161ie porozumenie. Tento \u010dl\u00e1nok prin\u00e1\u0161a poznatky o tom, ako m\u00f4\u017ee \u010d\u00edtanie liter\u00e1rnych diel v ich p\u00f4vodn\u00fdch jazykoch podporova\u0165 medzikult\u00farnu empatiu, v\u010faka \u010domu sa jazykov\u00e9 vzdel\u00e1vanie st\u00e1va nielen intelektu\u00e1lnym cvi\u010den\u00edm, ale aj transforma\u010dnou \u013eudskou sk\u00fasenos\u0165ou. Ako literat\u00fara podporuje empatiu [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":10535,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[19],"tags":[],"class_list":["post-10611","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-sk"],"acf":[],"_links":{"self":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/10611","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/comments?post=10611"}],"version-history":[{"count":1,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/10611\/revisions"}],"predecessor-version":[{"id":10612,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/10611\/revisions\/10612"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media\/10535"}],"wp:attachment":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media?parent=10611"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/categories?post=10611"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/tags?post=10611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}