Hallucinating, Imagining, Thinking, Speaking, and Being Moved: Reading Texts Reputed to be Liteary in Different Ways? / Alucinar, imaginar, pensar, hablar y conmoverse: ¿Leer textos considerados literarios de diferentes maneras?

Developing reading of literary texts as a creative voluntary activity requires gradual, systematic, and planned teaching: this is the thesis of the text. It first clarifies the strange Vygotskian phrase “voluntary hallucination” used in Psychology of art . The conditions of possibility of voluntary hallucination are then defined through a presentation of his definition of the poetic fable against Lessing’s and Potebnja’s approaches. Two teaching situations of reading literary texts are analyzed. The didactic devices used by the teachers have as their consequence that the truth of the narratives worked on in the two classes is this work of isolation and of the construction of a conventional imaginary that creates the conditions for the development of aesthetic emotion through voluntary hallucination and not the content of the text itself or the truth of its moral.