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Introduction to this special issue of Moderna språk.
This special issue of Moderna Språk contains articles on Swedish mediators who have introduced, translated and reviewed literary texts from the Romance languages. More specifically, the contributions are the outcome of the symposium "Litteraturförmedlare i Sverige från 1945 till våra dagar" ('Literary mediators in Sweden from 1945 until today') which took place at Stockholm University 11–12 June 2015.

The importance of two elements, the definition of Poetry and Comparative Albanian Literature and the historical role it has with regard to the Human Sciences and the position of theory in this essentially literary and culturally discipline, are the focus of the huge debate across academics. The present essay accords briefly with the first element, providing metaphorical elements of focus rather than a finished portrait of one of the contemporary poets in Albanian literature, Fatmir Terziu; then, it takes up the significant moments of the theoretical debate in Poetry and Comparative Literature between Literary Studies on the one hand and Translation and Cultural Studies on the other. Specifically apparently takes my mind, where I want to officiate more is a kind of phrase that used a comparison, literary figures and in particular metaphor, of speech, expression, grammatical formation, seeing it in detail to Terziu's poems as in Albanian and in English. Subject to which I will refer is the metaphorical process that features the poetry of Fatmir Terziu in the current approach Albanian into English. Through the comparative scholarly research extending from the 1990's to through first decade of the 21st century, I describe the shifts of focus in literary studies that emerged in the 1990s, and which resulted in the creation of a new, more politicised Cultural Studies and new configurations of main vs. subsidiary between Comparative Literature and the disciplines contiguous to it: Translation and Cultural studies. With these realignments, I argue, Comparative Literature has been faced with the challenge to restructure itself and its agenda. In this, I finally maintain, it gives 21st-century lessons to the other Human Sciences on the commensurability of angst, survival, and regeneration.Keywords: essay, comparative literature, Fatmir Terziu, The church of the eyes, Delirium, Advert for the Fatherland, poetry, etc.

Abstract
The paper explores possibilities of a more intensive use of comparative literature within literary education in which the adoration of national literature prevails together with the abstraction of the concept of world literature. This means putting more emphasis on area and comparative approaches. Emphasising comparative literature may bring in a search and respect for otherness, since it is not connected to any national language and literature, to any concrete tradition and culture, but refers to their variability, with the aim of explaining the contact with the other, which can be close as well as different. More effort should be put especially on the attempt to point to the interconnectedness and mutual influencing. The so-called educational, didactically applied comparatistics is a field of comparative literary studies aimed at overcoming binary, ethnolinguistic opposition of "the national" and "the worldly" in education, and, as far as literary education is concerned, it could become a new methodological stimulus. As a methodological basis of this educational comparative studies is being used the hermeneutic understanding of otherness, though not the interculturally remote one, but a close otherness which exists, for example, in the intertextuality of a particular work emerging within the framework of the "neighbourhood" of common Central European area. What is meant here is, first of all, the so-called innovated imagology, concentrated on the interpretation of images by means of which verbal text renders foreign countries and nations. The overall meaning of imagological impulses can also be seen on the weakening of the opposition of the traditional categories of "national" and "world", as well as in the overcoming of the ideas of some cultures being more developed at the expense of other ones. Applying the area and comparative approach, educational comparative studies may facilitate the dialogue of literature as art also with other spheres, and have integrating as well as didactic function, or develop the feeling of mutuality and the ability to "compare", not only in linguistic and ethnic circumstances, but in the value-contextual ones as well.

Abstract: In "Comparative Literature, Variation Theory, and a New Construction of World Literature(s)" Wang Chao discusses Shunqing Cao's "variation theory" as a framework in the discipline of comparative literature and its applicability for a new
construction of world literature(s). Wang argues that Goethe's concept of world literature can be expanded and developed for a new construction of the idea of world literature(s). Wang's principal argument is that comparative literature in today's heterogeneity and cross-cultural
variabilities can be revived with the notions of variation and its connecting aspect of world literature. Both variation theory and perspectives of the concept of "new world literature" are based in recent insights in comparative literature, on variations of literary exchange, on
interpretation in crosscivilization literary circulation, translation, and production. Wang proposes that these views broaden and adjust the boundary of comparability, thus injecting much-needed vitality into comparative literature and world literature research.

AbstractAs an international faculty member at a liberal arts college in Seoul, teaching and "doing" comparative literature continues to unfold as a series of open-ended learning experiences. The most fundamental lesson, which seems both epistemological and ethical in nature, has been a pragmatic one: the importance of engaging the many institutional, pedagogic, and scholarly tensions arising in this emergent educational context. In the literature classroom, more specifically, this has taken the form of being attentive to the borders of text and context. Because most Korean students have been trained to read literature contextually, often in terms of preexisting national narratives, learning close literary reading can be a considerable challenge for them. Reading with borders enables students to register the epistemological frames that, heretofore, have limited, defined, and facilitated their knowledge. In crossing borders, we should strive to be as reflective and explicit as possible about what knowledge and relations these borders both preclude and enable. Such an awareness, gleaned in no small part from pedagogic practice, also informs my ongoing scholarly engagement with Korean modernism and the disciplinary tensions between area studies and comparative or world literature.

This article deals the problem of the early Ukrainian modern as very important epoch of Ukrainian and world literature. The solution to this problem is conducted in comparable contexts of European fin de siѐcle. The main idea this work is writers' roles and functions in literary process. In comparative contexts the literary canon as aesthetic phenomenon of a culture are analyzed. The historical, political, social, philosophical, psychological features or the epoch are observed. The separately problem this article is writers' and critic's gender positions. The literary phenomena are analyzed in ontological fields of epoch. It is important to identify areas in which it is appropriate to compare the Ukrainian modern tradition with the world. In the context of comparative studies, a method of scientific research of literary phenomena, processes, figures and works is proposed. In the article the focuses the scientific problem's of the epoch end XIX – beginning XX centyry in Ukrainian literature. The resourses of frontal approach for study difficult material such as movement cultural epoch with its main factors are analised. The main factors is: time borders of period, struggle / cooperation of literary generations, art directions and stules, all diverse creative individual and original individual style in its sense and influence by each writer. Must to analyse the social and cultural, political, religious, scientific, private and everyday constituent of the epoch. The main object of the research (in its historical and philological, philosophical, culture directions) must be creative by writers its need for to ceep integrity of the research. The educational and methodological perspective is pervasive in the article. The focus is on the possibilities of classroom work with students in such difficult to analyze dimensions as interethnic interactions of literary epochs, literary generations, stylistic trends, etc.