From literature to thought

Abstract

I introduce a personal conception of literature teaching. This conception summarizes the discussion of key issues that affect that teaching: the peculiarity of literature among other school subjects; the desagreement of the realism as a dominant value; the importance of the example; the effects of wage and moral devaluation of the professor; the plague of literary adaptations for young people. From these questions, I introduce five ways of teaching and reading the literary text, namely: to read as an answer; to read as a question; the naive reading; the critical reading; the theoretical reading. Finally, I conclude that is necessary to protect the radical doubt, because it founds the literature and the thought itself.