Titlebook: Literature, Pedagogy, and Curriculum in Secondary Education; Examples from France M. Martin Guiney Book 2017 The Editor(s) (if applicable)

牛的細(xì)微差別

Mere僅僅

M. Martin Guineying hardship by maintaining a focus on a future goal. A key determinant on whether hope is positive or negative, however, is the extent to which that which is hoped for is achievable, and thus whether hoping—and enduring hardship to achieve hoped-for goals—is rational. I then demonstrate that to “ho

olfction

eustachian-tube

高深莫測(cè)

The , Exam and the French Canonical Literary Exercise,e exam for which their entire literary education has prepared them, what actually happens? Using the most recent session of the “.” as an illustration, this chapter conveys the complex and ritualistic nature of the process, its continued power over educational policy, and arguments both for and agai

處理

Debate

紳士

吹牛大王

VERT

Conclusion: The Future of Literary Studies in General Education,ress the needs of literary pedagogy, especially at the secondary level. “. (literary didactics)” has redefined the role of the school from a place of cultural transmission centered on canonical texts, to one of cultural production centered on the activity of the student. This radical reinterpretatio