BULGARIAN LITERARY CLASSICS AS CULTURAL MEMORY AND IDENTITY
The study of Bulgarian literary classics as a cultural memory and identity is directly related to the actual tasks of the educational practice in times of globalization, the changing borders - socio-political, psycho-social, generational, gender, religious, cultural, educational etc. exponential development of technology. Modern literature education should provide not only knowledge of historical epochs and cultural processes, skills for interpreting the texts studied, and understanding the conditional nature of artistic works, but also to support the processes of self-knowledge and the development of young people. Literature stores / "reflects" patterns and roles that are projected onto pupils' personal „screen”, shapes a picture of a world, sets patterns for identification. Literary education should be able to respond to the tense quest of the adolescent "Who am I?", instead of ignoring this demand, the work in the classes should not be limited to the reproduction of stages of the development of Bulgarian literature and values of times gone by. The individual and the community as bearers of identity are a kaleidoscopic whole organized in a dichotomous system. The man, as a projection of the world from which he is created, and of the world he builds, builds up between Chaos and Cosmos, sacred and profane, his own and alien. It encodes and decodes through its signs, images and plots its recognition. The narratives created by him design continuity in memory and traditions, identifying in a cultural-historical and territorial aspect and highlighting his otherness. Human experience and knowledge, accumulated as non-material cultural memory, are preserved by the oral mythological-sacral and folklife tradition and translated into literature as archetypal images and ideas, becoming an instrument of spiritual and social construction of adolescents. The artistic texts, using the plots, the motives and the characters, set the repertoire of patterns of behavior, predetermine the personal identities and form the moral-ethical and aesthetic criteria of the students for good and evil, beautiful and ugly, for their own and others, for measure/ normality and deviance, for rewards and sanctions, etc. This view of Bulgarian literary classics as a cultural memory and identity implies a new approach to learning.
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