| KRATKA VSEBINA | Opisane so značilnosti postmoderne družbe in postmodernega subjekta ter prikazano, kako lahko v postmoderni dobi sooblikujemo posameznikovo individualno in nacionalno, pa tudi globalno kulturno identiteto, krepimo medkulturno povezovanje (inter- in intrakulturno) ter prispevamo k razvijanju kulturne zavesti. Izkaže se, da je vzgoja za strpnost - poleg problemsko-ustvarjalnega poučevanja in učenja- ena temeljnih določilnic sodobnega pouka književnosti. // The article outlines the characteristics of postmodern society and the postmodern subject and demonstrates how in the postmodern period one can help to form the individualćs personal, national, and even global cultural identity, strengthen inter- and intracultural connections, and contribute to the development of cultural consciousness. The study demonstrates that educating for tolerance - in addition to teaching and studying of issues and creativity- is one of the fundamental determining factors of modern literary pedagogy. // The article outlines the changed cultural and ideological circumstances in the postmodern period, explains the specific artistic trends, particularly literary, that arose during postmodernism, and defines what is typical for postmodernism, i.e., the general characteristics of the postmodern period and postmodernism, which is not necessarily connected only with them. The article outlines the characteristics of postmodern society and the postmodern subject and demonstrates how one can help to form a personćs individual, national, andeven global cultural identity in the postmodern period, strengthen inter- and intracultural connections, and contribute to the development of cultural consciousness. The study of literature opens questions of linguistic, literary, and cultural identity and encourages intercultural dialogue, hence pedagogy that combines issues and creativity does not develop only cultural, but also intercultural competence. The European intercultural dialogue in the beginning of the 21st century opens new directions in education of future readers and preservation of national identity, i.e., the main principles of active learning and teaching are theso-called teaching for and with understanding and teaching of tolerance. The method allowing such learning and teaching is the pedagogy that combines issues and creativity. Studying literary phenomena helps people tobetter understand what was happening, in the cultural and sociological sense, during the time a particular author was active and how literature influenced the transformation and/or preservation of the social relations and values of the time. The study of the literature of the Slovene Reformation, or more specifically, of life and work of Primož Trubar, for example, in the multicultural Europe of the 21st century leads to strengthened individual and national, and, consequently, also global cultural consciousness and identity; while it simultaneously encourages tolerance of one's own culture and culture of other nations. |