Abstract
The topic of the article is the school performance of literary education and its meaningfulness. At first, the article criticizes the current approach (which is focused on facts and information about the artwork).
Secondary, it suggests different approaches and improving alternatives (the direct perceiving and understanding of the literary artwork). The author articulates the opinion that (not only) in literary education, the students have the right to get to know the issues as they are – not as they are being transmitted by someone else’s evidence (such as lectures at school given by the teacher or the authors of the textbook).