Polish language at school without a canon?

Abstract

This article discusses the concept of the literary canon, its evolution, and its impact on literary education. The author transfers etymological considerations of the canon to the contemporary school reading list, noting that it no longer serves to create literary patterns, but refers to the total works recognized as canonical at a given time. Then, the author moves on to analyze changes in reading lists over the years, and presents the state of readership in Poland among children and young people. The article concludes by indicating alternative solutions that would allow for greater freedom of choice in reading.