Irena Dimova
Prof. d-r Asen Zlatarov University – Burgas (Bulgaria)
https://doi.org/10.53656/bel2021-4-6-teach.man
Abstract. In this article, we look at the genre of the manifesto and its possible uses in high school. First, we point out some basic characteristics of this type of text and link them to the idea of a “form of rebellion”. Second, we make a connection between teaching literature in school with teaching the literary events and facts as part of the so-called literary narrative, i.e., putting the phenomena into the larger framework of what is happening in the cultural context of the observed period. We propose a possible way of teaching the manifesto, based on an example of the aesthetico-theoretical work of Geo Milev, having in mind that the author has texts with the characteristics of a manifesto, not complete manifestos.
Keywords: manifesto; literary context; school; revolt; Geo Milev
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