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Justifying the thesis that the present level of development of teaching of literature at school and the corresponding meditationis, descriptively-explanatory or methodological in character, as well as practical solutions of methodic problems can hardly he described as scholarly, the author discusses specific character of scholarly and common sense ways of reasoning in the process of instruction. ; Although scholarly way of practical reasoning is considered to be more desired and effective, lecturing on the subject teachers follow the common sense way of practical reasoning. The same way of reasoning is employed by authors of methodic papers. Choice of such reasoning results from the fact that teaching of literature as a practical discipline is at present at its pre-theoretical level of development. ; That is why it seems to us, that is may change on condition, among others, that epistemological circumstances of theoretical integration of pedagogical research (including didactic) is considered. However, it is only the theoretical stage of development in teaching of literature that will curtail, though not eliminate, different ways of common sense practical reasoning.