Kanonische Dramen der Aufklärung und ihre Aktualität als didaktische Herausforderung

Abstract

ABSTRACT The canonical status and topicality of literary texts of the German Enlightenment are often cited as good reasons to teach these texts. In practice, however, the canonical status favours an uncritical approach to literature and leads to the omission of numerous sources that could serve to gain significant insights into the literary life of the time; and the postulate of topicality invites students to neglect the historical quality of the Enlightenment as well as the difference between fact and fiction. Using the example of drama, the article identifies these problems and outlines teaching options that arise from a critical engagement with canon and topicality. It also suggests that teaching the literature of the German Enlightenment is not necessarily easier in German-speaking countries than it is in other parts of the world.