Litteraturhistoria och det examinerande seminariet: Om seminariet som akademisk grundform i litteraturvetenskapliga grundutbildningen

Litteraturhistoria och det examinerande seminariet : Om seminariet som akademisk grundform i litteraturvetenskapliga grundutbildningen

Hermansson, Gunilla, 1974 (author): Gothenburg University,Göteborgs universitet,Institutionen för litteratur, idéhistoria och religion,Department of Literature, History of Ideas, and Religion

(creator_code:org_t)

Abstract Subject headings

This article discusses the seminar as the core teaching method for comparative literature for undergraduate, first semester students. Most specifically it criticizes the idea of mandatory seminars which automatically become part of the examination. The seminar as examination goes against the recommendation of the Swedish Högskoleverket and against the very idea of the seminar, such as it developed during the 18th and 19th Century. The seminar is indeed important, but it needs to be complemented not only by lectures but by other forms as well (such as workshops, discussions in smaller groups and teacher-led lessons), in order to be effective on the undergraduate level. Furthermore, time is of the essence for establishing a flourishing seminar culture. If we seriously wish to prioritize training seminar discussion as a generic competence, perhaps it even requires that we reconsider the time frame and organization of our undergraduate education.

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