An increasing number of students are now attempting to bring literature and education closer together. This seems to indicate the emergence of a new pedagogical logos, which attempts perhaps to overcome the frontiers of reflection imposed by the so-called "sciences of education". Some of the approaches, however, not only display visible and understandable limitations, such as the absence of a reception theory of fictional texts, but also demonstrate the ambition of revolutionising pedagogic discourse through literature by transforming it into an aesthetics of existence project. Taking Philippe Meirieu and Jorge Larrosa as illustrations of the "limitations" and "revolutionary ambition" respectively this paper seeks to show how Romanticism and Nietzscheism attempt to build a new discourse, which aspires to save us, yet again, from the evils of the "managed society".
Literature; education; aesthetics of existence; Philippe Meirieu; Jorge Larrosa