The resistance to literature

Is didactics of literature nothing other than organized resistance to literature? Or is another didactics of literature conceivable, one that starts from the resistance of literature? According to common judgment, it comes into play at least when it is a matter of assigning art to the realm of education and school. One determines what is to be learned from literature, why, and how. Literature made teachable therefore produces a whole apparatus of procedures, teaching goals, and normative judgments about art. Michael Baum, unlike the usual, does not add a new concept to this, but asks about the contradictions of a discourse that claims to be able to orient successful pedagogical action.