Krležin Khevenhiller u nastavi: Spoj Blanchotova i Petterssonova pristupa
Teaching Krleža’s Khevenhiller: The Synergy of Blanchot’s and Pettersson's Approach

Summary/Abstract: Maurice Blanchot and Anders Pettersson are representative authors of two more general approaches to literature. The first one, according to Louise Rosenblatt, would be closer to the aesthetic perspective of reading, and the second one would be closer to the efferent perspective of reading. However, it is possible to combine their approaches within the framework of high school education. This will be proven by the example of Miroslav Krleža’s poem Khevenhiller in the fourth grade of the gymnasium school program. According to Blanchot, it is possible to read the poem without referring to Miroslav Krleža and the poem’s periodization—readers only need to focus on the text. According to Pettersson, students could associate the beauty of Kajkavian wordplay with the beauty of their future professions, or an ironic strategy with solving a personal crisis. The path from literary texts to personal stories in teaching, of course, encourages a return during the growing up period, in Blanchot’s words, to familiar literary spaces—new readings. Mature readers may be able to approach Blanchot’s ideal of focusing exclusively on the text. Although, in Pettersson’s sense, analogy does not mean adding or subtracting because it leaves the text as it is.

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