Abstract The paper explores possibilities of a more intensive use of comparative literature within literary education in which the adoration of national literature prevails together with the abstraction of the concept of world literature. This means putting more emphasis on area and comparative approaches. Emphasising comparative literature may bring in a search and respect for otherness, since it is not connected to any national language and literature, to any concrete tradition and culture, but refers to their variability, with the aim of explaining the contact with the other, which can be close as well as different. More effort should be put especially on the attempt to point to the interconnectedness and mutual influencing. The so-called educational, didactically applied comparatistics is a field of comparative literary studies aimed at overcoming binary, ethnolinguistic opposition of “the national” and “the worldly” in education, and, as far as literary education is concerned, it could become a new methodological stimulus. As a methodological basis of this educational comparative studies is being used the hermeneutic understanding of otherness, though not the interculturally remote one, but a close otherness which exists, for example, in the intertextuality of a particular work emerging within the framework of the “neighbourhood” of common Central European area. What is meant here is, first of all, the so-called innovated imagology, concentrated on the interpretation of images by means of which verbal text renders foreign countries and nations. The overall meaning of imagological impulses can also be seen on the weakening of the opposition of the traditional categories of “national” and “world”, as well as in the overcoming of the ideas of some cultures being more developed at the expense of other ones. Applying the area and comparative approach, educational comparative studies may facilitate the dialogue of literature as art also with other spheres, and have integrating as well as didactic function, or develop the feeling of mutuality and the ability to “compare”, not only in linguistic and ethnic circumstances, but in the value-contextual ones as well.

中文翻译：

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比较文学作为理解和交流的教育手段

摘要本文探讨了在文学教育中更广泛地使用比较文学的可能性，在这种教育中，对民族文学的崇拜与对世界文学概念的抽象一起盛行。这意味着要更加注重领域和比较方法。强调比较文学可能会引起对其他事物的搜寻和尊重，因为它与任何民族语言和文学都没有任何关联，与任何具体的传统和文化都没有联系，而是提及它们的可变性，目的是解释彼此之间的联系。可以接近也可以不同。特别是在试图指出相互联系和相互影响的努力上，应该付出更多的努力。所谓的教育 在教学上应用比较主义是比较文学研究的一个领域，旨在克服教育中“民族”和“世俗”的二元，民族语言的对立，就文学教育而言，它可能成为一种新的方法论刺激。作为这种教育比较研究的方法论基础，正在使用对其他性的诠释性理解，尽管这不是跨文化的偏远理解，而是一种紧密的其他性，例如，存在于“邻里”框架内的特定作品的互文性中常见的中欧地区。首先，这里的意思是所谓的创新的影像学，它集中在图像的解释上，通过这些图像，口头文字呈现出外国和国家。意识形态冲动的整体含义还可以从对“民族”和“世界”传统类别的反对的减弱，以及克服某些文化以牺牲其他文化为代价的观念的克服中看到。 。教育比较研究应用领域和比较方法，不仅可以促进文学作为艺术与其他领域的对话，而且还具有融合和教学功能，或者不仅在语言方面也具有相互的感觉和“比较”的能力。和种族的情况，但在具有价值背景的情况下也是如此。