The current state of literature teaching in connection with educational policy

Abstract

There is a crisis in Literature Teaching in Hungary since there are less and less students each year who take the matura examination of Hungarian Language and Literature on an advanced level. Possible reasons can be old-fashioned methods and aims that are no longer able to motivate students. The question of Literature Teaching has been a justifiable concern of those who are part of the educational system (teachers, students, parents) in Hungary since in some way everyone who is (or once was) in the system is involved. Moreover, the perception that the subject in its current state is questionably structured, practice and useful competence beneficial for every day’s life are far from the aims of the subject is unfortunately very real. However, Hungarian Language and Literature is one of the mandatory subjects of the matura examination it has unquestionable cultural and tradition-forming value, therefore redesigning it from time to time is considered as a necessary duty of governments – with or without consulting the ’actors’ (Kozma, 2012. 20.) of educational policy. To understand the changes of Literature Teaching one must observe the evolution of the subject from 1970s through the millennium until nowadays and its current state. There is a complexity in Literature Teaching due to its continuously changing social estimation, as well as thanks to its main role in identity development it is often used for political ideologies which makes it difficult to reconsider its traditions and values. Or to be more precise, the factors mentioned make the necessary changes almost impossible to put into practice although there were several opportunities during the history of this subject for a paradigm shift.