Browsing by Author "Sobolczyk, Piotr"

Now showing 1 - 3 of 3
  • Item
    Neologizmy Białoszewskiego
    (Wydawnictwo Naukowe UAM, 2005) Sobolczyk, Piotr
    The article is an attempt to reconsider the problem of the literary neologisms on the ground of poetics treated here, according to the hermeneutics and neoidealistic approaches, as an expression of the poet's way of thinking. So far the problem was dealed with linguistics methods and the author prefers to reformulate it using the rethorics language. The material for this attempt is the "linguistic poetry" of Miron Białoszewski (1922-1983) who often used neologisms in order to express his individuality, to create literary concepts or to shorten his expression. The author proposes the following subdivision of the neologisms: the paragramatic neologism, the contextual neologism, the neoetymologic figure, the contaminatio neologism.
  • Item
    Od teorii do hermeneutyki. Przypadek Stanisława Balbusa
    (Wydawnictwo Naukowe UAM, 2006) Sobolczyk, Piotr
    The article presents Stanisław Balbus, one of the most influential Polish literary theorists. Balbus (somehow like Barthes) began as a structuralist, but also practiced literary criticism of the interpretive mode, however later, during the time of the paradigm change in Poland, he evolved to the hermeneutics and to the interpretive paradigm. His case may be seen as typical, as one of a few ways of reacting towards a paradigm change. The author uses discourse analysis methods as well as a narrativist-constructivist methodology, and reads three books of Balbus: Między stylami (Between styles), Poezja w czasie marnym (Poetry in the weak time - about Tadeusz Nowak) and Świat ze wszystkich stron świata (The world from all the sides of the world - about Wisława Szymborska).
  • Item
    Polonistyczny dyskurs edukacyjny (tezy)
    (Wydawnictwo Naukowe UAM, 2009) Sobolczyk, Piotr
    The article raises the status of the literary scholarship for school discourse (in a specifically Polish context, but it can be generalized for all school communication about literature). It rejects the vision of a "minimized scientific literary scholarship discourse". This discourse is seen as wholly different, because it transports the scientific prototypes (understood in a cognitive manner) selectively and with a big delay, but also it combines them with the prototypes derived from the ethical (moral) and political discourses (like f.e. the ministerially programmed list of literary works for school). The author debates the question how to introduce the scientific prototypes from zero, how to construct a school synthesis of literary history and whether it is possible to avoid the technique of a "school heuresis" (i.e. asking questions which include answers in them etc.).