WHY TO SEEK FOR A CANON?

Katri Sarmavuori

WHY TO SEEK FOR A CANON?

Katri Sarmavuori

Canonised literature 2001 by Juha Rikama

Canonised literature 2001 by Juha Rikama

Seven Brothers by Aleksis Kivi, The Unknown Soldier by Väinö Linna, The Red Line by Ilmari Kianto, and Juha by Juhani Aho

A Doll’s House by Henrik Ibsen, The Outsider by Albert Camus, and Lord of the Flies by William Golding.

Seven Brothers by Aleksis Kivi, The Unknown Soldier by Väinö Linna, The Red Line by Ilmari Kianto, and Juha by Juhani Aho

A Doll’s House by Henrik Ibsen, The Outsider by Albert Camus, and Lord of the Flies by William Golding.

ConclusionsConclusions

”The weak status of literature could, at least in part, be explained by the fact that young people had lost interest in literature and their interest continued to diminish, which is seen to be related to the marginalisation of the status of literature in the whole field of communications.” (Rikama 2004)

”The weak status of literature could, at least in part, be explained by the fact that young people had lost interest in literature and their interest continued to diminish, which is seen to be related to the marginalisation of the status of literature in the whole field of communications.” (Rikama 2004)

The literary canon as assessed by senior high school teachers The literary canon as assessed

by senior high school teachers 1. A domestic novel (3):

for example Kivi, Aho, Canth, Linna 2. A domestic collection of

poems (1): for example Leino, Södergran, Kailas, Hellaakoski, Vala

3. A domestic present-day novel (1)

4. Scandinavian literature (1): for example Ibsen

5. A Russian classic (1): for example Tolstoi, Dostojevski, Chekhov

1. A domestic novel (3): for example Kivi, Aho, Canth, Linna

2. A domestic collection of poems (1): for example Leino, Södergran, Kailas, Hellaakoski, Vala

3. A domestic present-day novel (1)

4. Scandinavian literature (1): for example Ibsen

5. A Russian classic (1): for example Tolstoi, Dostojevski, Chekhov

6. Other European literature (2): for example Moliere, Shakespeare, Camus, Hesse, Kafka

7. American literature (1): for example Marquez, Steinbeck, Hemingway

8. Literature from other continents (1): for example Brink

9. A foreign present-day novel (1)

(Virke 1/1998.)

6. Other European literature (2): for example Moliere, Shakespeare, Camus, Hesse, Kafka

7. American literature (1): for example Marquez, Steinbeck, Hemingway

8. Literature from other continents (1): for example Brink

9. A foreign present-day novel (1)

(Virke 1/1998.)

Results (Sarmavuori 2004)

Results (Sarmavuori 2004)

the book selection was broad. teachers regarded the reading of classics

as important A common treatment: one book chosen for

obligatory reading and another choice as option for individual study

The coursework contained individual or team presentations of the reading selection, reading diaries or comparative analyses

teachers: it is important to choose books that give rise to discussions and speak to young people

the book selection was broad. teachers regarded the reading of classics

as important A common treatment: one book chosen for

obligatory reading and another choice as option for individual study

The coursework contained individual or team presentations of the reading selection, reading diaries or comparative analyses

teachers: it is important to choose books that give rise to discussions and speak to young people

ResultsResults

The list of recommmend literature was considered good overall.

The teachers of the study used the following writers: Kivi, Canth, Linna, Ibsen, Aho, Hemingway, Moliere, Shakespeare, Kianto, Steinbeck, Sillanpää, Chekhov and Golding. (Sarmavuori 2004.)

The list of recommmend literature was considered good overall.

The teachers of the study used the following writers: Kivi, Canth, Linna, Ibsen, Aho, Hemingway, Moliere, Shakespeare, Kianto, Steinbeck, Sillanpää, Chekhov and Golding. (Sarmavuori 2004.)

My own canon listMy own canon list

1. Aleksis Kivi: Seven Brothers, Minna Canth: Pastor’s Family, Väinö Linna: The Unknown Soldier or Veikko Huovinen: Havukka-aho’s Philosopher

2. Edith Södergran: Poems

3. Bo Carpelan: The Shadows of the Summer or Arto Paasilinna: Auta armias (not translated in English, in Swedish Milda makter, in Dutch Wees genadig) or Tove Jansson: Moominpappa at Sea

1. Aleksis Kivi: Seven Brothers, Minna Canth: Pastor’s Family, Väinö Linna: The Unknown Soldier or Veikko Huovinen: Havukka-aho’s Philosopher

2. Edith Södergran: Poems

3. Bo Carpelan: The Shadows of the Summer or Arto Paasilinna: Auta armias (not translated in English, in Swedish Milda makter, in Dutch Wees genadig) or Tove Jansson: Moominpappa at Sea

4. Henrik Ibsen: A Doll’s House

5. Chekhov6. Shakespeare:

Hamlet, Romeo and Juliet7. Hemingway: The

Old Man and the Sea8. Brink9. Hertha Müller

4. Henrik Ibsen: A Doll’s House

5. Chekhov6. Shakespeare:

Hamlet, Romeo and Juliet7. Hemingway: The

Old Man and the Sea8. Brink9. Hertha Müller

Curriculum for pupils with native Swedish

in Finland (1977)

Curriculum for pupils with native Swedish

in Finland (1977) From world literature Platon: Phaidon, State Bible: Sermon on the Mount Darwin: On the Origin of Species Montesquieu: The Spirit of the Laws Voltaire: Candide Rousseau: Emile Freud: The Interpretation of Dreams Beecher-Stowe: Uncle Tom’s Cabin Marx: Communist Manifesto Gogol: Revisor Turgenjev: Zapiski ohotnika

From world literature Platon: Phaidon, State Bible: Sermon on the Mount Darwin: On the Origin of Species Montesquieu: The Spirit of the Laws Voltaire: Candide Rousseau: Emile Freud: The Interpretation of Dreams Beecher-Stowe: Uncle Tom’s Cabin Marx: Communist Manifesto Gogol: Revisor Turgenjev: Zapiski ohotnika

Orwell: 1984 Swift: Gulliver’s Travels De Beauvoir: The Second Sex Solzhenitsyn: One Day in the

Life of Ivan Denisovich Anne Frank’s Diary Angela Davis’s autobiography

Orwell: 1984 Swift: Gulliver’s Travels De Beauvoir: The Second Sex Solzhenitsyn: One Day in the

Life of Ivan Denisovich Anne Frank’s Diary Angela Davis’s autobiography

From Scandinavian literatureFrom Scandinavian literature

Strindberg: Det nya riket Ibsen: A Doll’s House Almqvist: Det går an Linna: The Unknown Soldier

Strindberg: Det nya riket Ibsen: A Doll’s House Almqvist: Det går an Linna: The Unknown Soldier

From native Swedish literatureFrom native Swedish literature

Runeberg: The Tales of Ensign Stål

Diktonius: Hårda sånger Andersson: Bakom bilderna Kihlman: Människan som

skalv(Lukion opetussuunnitelmatoimikunnan mietintö II A 1977, 165—

166.)

Runeberg: The Tales of Ensign Stål

Diktonius: Hårda sånger Andersson: Bakom bilderna Kihlman: Människan som

skalv(Lukion opetussuunnitelmatoimikunnan mietintö II A 1977, 165—

166.)

What kind of research?

What kind of research?

1) Inquiry research. We send a questionnaire to different populations and take samples of them: teacher educators, teachers, student teachers, pupils, administrators, researchers, usual readers or representants from different vocations.

1) Inquiry research. We send a questionnaire to different populations and take samples of them: teacher educators, teachers, student teachers, pupils, administrators, researchers, usual readers or representants from different vocations.

2) Curriculum comparison research. We take written curriculums from different countries and compare, how they are similar or different and look, if there is a recommendation for authors and their books.

2) Curriculum comparison research. We take written curriculums from different countries and compare, how they are similar or different and look, if there is a recommendation for authors and their books.

3) Canon and identity. We should make a study about pupils’ identity. During the last mother tongue course in the upper secondary school there is an obligatory course ”language, literature and identity”. We should ask with a questionnaire or make an interview how pupils and teachers experience it. What they feel and think about their literary identity?

3) Canon and identity. We should make a study about pupils’ identity. During the last mother tongue course in the upper secondary school there is an obligatory course ”language, literature and identity”. We should ask with a questionnaire or make an interview how pupils and teachers experience it. What they feel and think about their literary identity?

4) Textbooks and identity. What kind of literature, national, European and/or global classics there are in the textbooks? What do they mean for pupils’ identity? How do they form pupils’ national, European and global identity?

4) Textbooks and identity. What kind of literature, national, European and/or global classics there are in the textbooks? What do they mean for pupils’ identity? How do they form pupils’ national, European and global identity?