Izvleček
Članek preučuje vzgojno moč književnosti in njen pomen za razvoj dijakov v srednješolskem okolju. Posebna pozornost je namenjena vprašanju, kako branje književnosti vpliva na oblikovanje etične drže, samorefleksijo ter na razvijanje medosebnih odnosov. Podatki so pridobljeni s pomočjo kvalitativne r raziskave, ki temelji na polstrukturiranih intervjujih s petnajstimi dijaki iz treh ljubljanskih srednjih šol, ki so v preteklem letu prebrali vsaj deset knjig. Rezultati kažejo, da dijaki doživljajo branje kot večplastno izkušnjo, ki presega estetsko doživljanje besedila. Književnost jim nudi prostor za identifikacijo z literarnimi liki, spoznavanje različnih kulturnih in življenjskih okoliščin ter razvijanje empatije in strpnosti do drugačnosti. Hkrati dijaki poročajo, da jih branje spodbuja k premisleku o moralnih dilemah, krepitvi komunikacijskih spretnosti in razumevanju pomena dialoga pri reševanju konfliktov. Posebej izpostavljajo vlogo učiteljev in mentorjev bralnih krožkov, ki s postavljanjem odprtih vprašanj ter ustvarjanjem varnega prostora omogočajo izražanje osebnih doživljanj in mnenj. Hkrati so opozarjali na pomanjkanje priložnosti za izražanje osebnega doživljanja prebranega v šoli in na problematiko izoliranja književnosti le na pouk slovenščine. Ugotovitve raziskave opozarjajo na nujnost širšega vključevanja književnosti v šolski prostor, ki presega okvir pouka slovenščine, ter na pomen ustvarjalnih dejavnosti, kot so bralni klubi in srečanja z avtorji. Branje se izkazuje kot dejavnost, ki ne le bogati posameznikovo estetsko izkušnjo, temveč tudi spodbuja samorefleksijo, krepi socialne kompetence, povečuje občutek pripadnosti in prispeva k oblikovanju odgovorne etične drže.
Abstract
The Educational Power of Literature: Students‘ Perspectives
The article explores the educational power of literature and its significance for the personal and social development of secondary school students. Particular attention is given to the question of how reading literature influences the formation of ethical attitudes, self-reflection, and the cultivation of interpersonal relationships. The data was obtained with a qualitative study based on semi-structured interviews with fifteen students from three secondary schools in Ljubljana, each of whom had read at least ten books in the past year. The findings show that students perceive reading as a multifaceted experience that goes beyond aesthetic appreciation of texts. Literature provides them with opportunities for identification with literary characters, for encountering diverse cultural and life contexts, and for developing empathy and tolerance towards variety. Students also report that reading encourages them to reflect on moral dilemmas, strengthen their communication skills, and better understand the importance of dialogue in resolving conflicts. They particularly highlight the role of teachers and reading club mentors who, by posing open-ended questions and creating a safe space, enable the expression of personal experiences and opinions. At the same time, they point out the lack of opportunities in school to share personal responses to literature and the tendency to confine it solely to Slovenian language classes. The results of the study emphasize the need for a broader inclusion of literature in the school environment, extending beyond the framework of the mother-tongue curriculum, and underline the value of creative activities such as reading clubs and author encounters. Reading thus emerges not only as an aesthetic experience but also as a practice that fosters self-reflection, enhances social competences, strengthens the sense of belonging, and contributes to the formation of a responsible ethical stance.