The paper focuses on the legitimation of literary learning in school teaching.
Neither the enunciation of literary reading skills nor aims of general didactics
can provide such legitimation. It is particularly the essential lack of seriousnessin literature, however, as exemplified here in the light of Roman Jakobson’s semiotics
and poetological considerations of Robert Gernhardt, which can be regarded
as educationally effective. In a world of purposes, people need the freedom of art
and fiction. ›Post-factual‹ political movements take advantage of exactly this desire.
Against that, mere rationalism will not accomplish anything. Art and literature must
rather occupy a wide space at school teaching, especially in their capacity to open
spaces of merriment and play

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• Ästhetische Erziehung in Zeiten des Postfaktischen Zur Legitimation literarischen Lernens