ABSTRACT

This paper uses a Gwen Harwood poem to open up questions of “knowing” around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of “knowledge” and “experience” - the role of the cognitive in teaching/studying Literature - forms of knowing that include the aesthetic and affect - how knowledge might be “made” in the Literature classroom: the role of pedagogy and the question of “producing culture” The article concludes with a discussion of how such issues have arisen in a set of interviews with a small number of teachers in Australia and England. Their views on the teaching of Literature help us reflect on the knowledge issues opened up earlier in the article.

摘要

本文使用格温·哈伍德（Gwen Harwood）的诗歌对文学教学提出了“认识”的问题。在我们简短地阅读了这首诗之后，我们特别讨论了历史上文学教学中考虑知识/知识问题的方式，例如：-“知识”和“经验”的二元关系-认知在教学中的作用/研究文学-包括美学和情感在内的知识形式-如何在文学课堂中“创造”知识：教学法的作用和“产生文化”的问题本文最后讨论了这些问题是如何产生的在与澳大利亚和英国的少数教师进行的一系列访谈中。他们对文学教学的看法有助于我们反思本文前面提到的知识问题。