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Article

French

ID: <

10.4000/pratiques.1576

>

·

DOI: <

10.4000/pratiques.1576

>

Where these data come from
“Finance literary studies”

Abstract

In times of austerity and economic pragmatism, it is not clear that there is any interest in studying literary texts, especially when they are “old”, as the head of state wants to repeat. And indeed, the didactician, who has the ambition to take an interest in the teaching of literature, is faced with questions that could call into question its legitimacy, if not undermine his moral: Why include literature — a priori solipsist and hedonist practice — in the school? What advantages can there be to study texts which very often and explicitly claim that they are more affluent and aesthetically independent of the social and ethical challenges of our time? Is it no more urgent for the school to return to its “fundamentals” (decryption of letters and sentences, understanding of simple and functional texts)? This is the merit of Yves Citton’s book — Lire, interpret, update. Why literary studies — Amsterdam Publishing, 2007 — to answer these questions, in an offensive way, and to show that an up-to-date reading can have undeniable political and cognitive issues (critical autonomy, multiple subjective processes, etc.). This leads the author to explain why literary studies should be funded. It was for all these reasons that it seemed to me that it was important and urgent to incorporate, critically, the theoretical context in which Yves Citton placed the hermeneutical act into the academic reflection, especially since its reflection allowed, in part, to rethink the teaching of literary interspeech in a different way.

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