항목
didactic literature
Didactic literature is a type of writing that intends to instruct or inform. The term originates from the ancient Greek didaktikós, which means "apt at teaching".
항목
Didactic literature is a type of writing that intends to instruct or inform. The term originates from the ancient Greek didaktikós, which means "apt at teaching".
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Didactic literature is a type of writing that intends to instruct or inform. The term originates from the ancient Greek didaktikós, which means "apt at teaching".
Didactic literature is a type of writing that intends to instruct or inform. The term originates from the ancient Greek didaktikós, which means "apt at teaching".
According to M. H. Abrams, the expression "didactic literature" is applied to works that have the purpose to 1) instruct on a branch of knowledge, or 2) to embody a moral, religious or philosophical doctrine or theme.
In broad terms, didactic literature can encompass reference works (such as dictionaries and encyclopedias), and practical instruction books (such as cookbooks and manuals).
Unlike non-didactic literature, which has the purpose to entertain, didactic literature intends to teach, and the story (aesthetic function) is secondary to the lesson (disciplinary function). Non-didactic literature can present plots that address moral problems, but they are in essence works "of pure imagination".
Didactic literature is sometimes confused with propaganda, but propagandist literature has the distinct purpose of pressing the reader to adopt a particular position with regard to a current social, political, or religious issue.
Several ancient thinkers argued that literature should instruct, educate or morally improve readers. In Ars Poetica, Horace states that "A Poet should instruct, or please". In his essay How the Young Man Should Study Poetry, contained in Moralia, Plutarch discusses how poetry should educate and morally guide the young.
In Medieval Europe, the educational and moral intents were combined, as the study of science was spiritualised and moralised. Bestiaries and lapidaries served as encyclopedias, but they also imparted moral lessons and symbolism.
During the Renaissance, some notable works included The Faerie Queene (1590) by Edmund Spenser, and The Pilgrim’s Progress (1678) by John Bunyan. It was usual for the authors to include themselves as characters, to make the moral lessons explicit.
Until the 18th century, all children's literature had the purpose to instruct. A notable author of this period was Maria Edgeworth, who published two collections for children: The Parent’s Assistant (1796) and Moral Tales (1801).
출처: Didactic literature (CC BY-SA)
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