The article addresses the role of the teacher as a trainer of the students’ attitude towards the literary work. Solving problems with more solutions, learning through discovery, through investigation are some of the forms that can and should replace traditional, expository-deductive education. The literary text offers enormous possibilities for generating alternatives, which can serve as processes for valorizing it: restructuring the model by reorganizing the elements and including new elements, formulating different opinions, alternatives generated by omitting some information, by formulating hypotheses, by solving some problem situations etc.