Despite various didactic concepts in recent decades, certain constants have remained untouched for 150 years: the absolute dominance of the cognitive approach, the priority of knowledge and understanding in goal discussions, the arrangement of lessons where the articulate and quick-witted dominate, the considerable neglect of the sensory aspect of literature, and above all, the unquestionable priority of the literary object over the subject of the reading process. Gerhard Haas, on the other hand, realizes a pedagogically grounded reversal of the subject-object relationship, thereby turning literature education upside down. Although dedicated teachers have already made promising attempts in this direction in practice, a foundation for this different type of literature education is still lacking. Both.