In any culture, the most diverse values come together with specific meanings. They express from an educational perspective what man is and what he may become or must be due to the assimilation and renewal of the values of human culture and civilization. The theories of axiological pedagogy (Reboul O, M. Călin, P. Andrei, L. Antonesei) state, in this sense, that the subject has to live his/her own values, to update them in his/her existence. The genuine manifestation of the personality is the chance of his/her evolution: if a human being accepts himself/herself, agrees with himself/herself on the values that are promoted in education, he/she will not be in a state of aggression, will not be defensive, will not have the tendency to free himself/herself from the influence of another. Looking inside onself is not an egoistic act, it is the basis of opening to another, of another's comprehension. Speaking about the humanization of the human being, we have in mind what human does to become human. The school works with the term of culture, proposing to prepare the human being's access to his/her own humanity. The man should be helped to channel access towards the literary field, becoming able to cultivate himself/herself through the values of the authentic literary text. Or, culture and literature are not educational in themselves, but they become educative only through the relationship with the reader and the speaker who knows to comment on a state of mind in that these teach him/her things about the world, about himself/herself. Literature exists when reading and interpreting a text as an activity with specific content allows the human being to become self-conscious, to understand different epochs and ideas and, above all, to understand human nature by expressing justified opinions in a correct, coherent and convincing language for the listeners of the message. For that purpose, self-respect is a prerequisite for lifelong linguistic and literary-arts education, and the text can be considered, in a sense, as a type of therapy, helping readers and speakers who claim their right on it, to build, axiologically, their identities.