Abstract
The article „The factographical teaching of literature at Czech schools and its criticism (1820-2011) discusses theories about the teaching of Czech literature from the 19th century to the present day. The authors suggest that the so-called „factographical“ type of literature teaching, which mainly focussed on facts from literary history, was repeatedly criticized in studies on the teaching of literature. Simultaneously, theorists kept emphasizing the benefits of a type of literature teaching that was based on the principles of independent reading, learner-centred analysis, and assignments that involved creative approaches. This discrepance between a factographical type of literature teaching as it existed in the experience of many teachers and learners, and an ideal type of literature teaching as suggested by many critics persisted in various forms of government and political regimes. Among them are the Austro-Hungarian Empire, the First Republic, the socialist regime, the post-socialist period, as well as the capitalist.
Stohler, Ursula