Abstract
In spite of the decades-long intensive academic discussions, literary education has still not achieved the status of an aesthetically-educational subject. Even though the main principle of the subject is the reading of literary texts which cannot be substituted by synopses, paraphrases, annotations, or factual information about the text or its author, the approach to this educational subject remains scientific.
Not even the didactics of literary education is recognized as a didactics of an aesthetically-educational subject. For this reason, the literary-scientific terminology is firmly established, whereas the key categories related to its true subject, that is the act of reading and creative expressiveness, are established unclearly or not at all.
However, formulating the key categories is essential for the quality of the theories within the subject, its placement in practice and its further development.