Artus, Parzival, und Ich – Versuch über eine anthropologisch begründete Rezeption höfischer Romane in der Schule

Abstract

Since medieval literature hardly plays a noteworthy role in the official curricula, after PISA medieval literature didactics developed with exceptions (Bärnthaler among others) mainly in the direction of competence orientation (Miedema/Sieber), which has its justification and quality within the German Federal Republic‘s „order school“ (Oliver Geister), but to which there were also critical voices within the subject (Ringeler). The relevance of literature instruction for individuation, i.e. personality formation, which Jürgen Kreft called for as early as 1977, was and is thus taken into account less and less. The possibilities of acquiring subject-specific knowledge through the treatment of medieval literature and, at the same time, of having a biographically meaningful, motivational, and meaningful reception experience are thus far from being exhausted. This essay tries to work out the meaning and the potential of an anthropologically founded and thus biographically motivational and meaningful reception of medieval literature in school by means of general considerations and by using the example of the so-called „Doppelwegsromane“.