Lína langsokkur sterkust í öllum heiminum – Astrid Lindgren í heimi skólans

The main objective of this article is to point out ways for teachers, and other educators, who want to increase the reading of children and young people by discussing what is read. The book and the experience of reading is the key to language and language is an important prerequisite for learning. Adults, including teachers, can assist the child in learning and developing the language by, for example, talking to the child, reading to it and listen as it reads and discuss what is read. The goal of literary reading is to get students to consider the feelings that the text triggers, find the connections in the text and discuss the thoughts that the text brings. In conversations with adults and other children, they gain knowledge of many aspects, such as: themselves, their immediate environment, nature and other people. Through the conversation they learn how to apply the language, to share and gain experiences as a prerequisite for creating social relationships and developing friendships. The article includes examples, mainly conversations, from Astrid Lindgren’s books about Pippi Longstocking, to show how working with the text triggers discussions among children and adolescents. There are many interesting circumstances in the text, where existential and ethical questions are raised in interactions between children and in communication with the adult world. The selection to work with this text was made because Pippi Longstocking has been entertaining children through the years, and many have identified with this unruly character.The books about Pippi Longstocking are written at the end of World War II or from 1945-1948. Initially, Astrid Lindgren wrote the story about Pippi for her daughter when she was in the hospital with pneumonia. In her letter to the publisher Bonniers, which accompanied the manuscript of the book Pippi Longstocking, she describes her. Pippi is like a small superhuman (Übermensch), in the shape of a child, who is transported into normal circumstances. Because of her supernatural powers and other circumstances, she is completely independent of the adult and lives her life exactly as she chooses. The publisher Bonniers rejected the script, and Astrid had to look for another publisher. Astrid Lindgren applied ideas in her writings from her own experiences in literature and from reading books. She read a lot of books, not only literature, but also books about education and philosophy. Reading the books about Pippi Longstocking clearly indicates that Astrid Lindgren wanted a just society. In all her life, she supported everyone who fought for a righteous society and fought against all forms of violence. She wanted to safeguard democracy and treat everyone with the same respect, regardless of social and economic status. She felt that it was the duty of every person to respect and to care for others. Here is a certain humanism. This attitude towards life is clearly stated in Astrid Lindgren’s writing about Pippi Longstocking, especially in her relationship with children. The description of Pippi’s strengths is a constant theme throughout the stories about her. Her strength is like glue that keeps the stories together. Her attitude to life becomes clear when she applies her powers. If you are strong you should be good and use the powers to fight injustice.Pippi’s strength does not only manifest itself physically but also in the language that she uses. Astrid Lindgren creates a strong and independent girl who dares to challenge the adults, with the help of language. For Pippi, it is natural to think independently, and therefore she often reacts harshly when she is put in a fixed mould. She is unafraid and independent and responds unexpectedly to the comments of the adults. She plays with the language and engages mockery in relationships with adults. Through their words and actions, Pippi unveils the world of adults and their attitude towards children. Although Pippi is not always exemplary, children have traditionally been impressed with her courage in communicating with adults.