Theory of literature as didactics: a Borges-style example of knowledge transforming

Abstract

This paper examines the relationship between theory of literature and didactics, by using both the pragmatic perspective of Peirce and the new scientific model of Paul Feyerabend. It draws on the idea that man could create meaning and make reference to the world in many different ways. The aesthetic insight given on the most various and different doctrines nowadays poses the problem of the didactic value of humanities, thus raising two questions: what is the value of knowledge of ideologies or concepts that are
represented and transformed by poetic and narrative imagination? Does Borges—who is a master in such aesthetic practice—reduce knowledge to a set of abstract metaphors that are parted from perceptible reality, or could we find in him another possible path, which is a new way of conceiving reason and logics?