Our main considerations take as a starting point the educational policy demand for a model of competence of text comprehension, which should make it possible to measure and systematically increase comprehension accomplishments and competences. The approach of classical cognitive psychology appears particularly suitable for this purpose, which determines comprehension as a rule-guided transfer of a sign complex into a mental representation. However, such representationalism tends to be aporetic in character. A way out of this problem is offered by recent concepts of understanding from the area of Embodied Cognition, according to which all mental operations are embedded in physical interaction processes. Comprehension means, in this sense, letting physical primary experiences be reproduced in a trial-action fashion. This approach is, in this paper, reconsidered in relation to the role of subjectivity and affect: Physical experiences are meaning-generating because they exhibit a subjectively perceived affective valence between pleasure and suffering. The beginning of all understanding therefore is to be located within the emotional sphere.

Such a conception of understanding is supposed to have a considerable impact upon language- and literature teaching in schools. For example, training of reading skills should always be embedded in body-bound experiences. Moreover, learning and understanding both mean cultivating an alert ear for affective undertones, needs and irritations, which might even lead to drawing the curricular benchmarks and competency targets into question. Finally, as art and literature establish areas of freedom and play, literature teaching, especially, needs to be founded on affective awareness, discursive openness and proceeding voluntariness.

我们的主要考虑以对文本理解能力模型的教育政策需求为出发点，这应该可以衡量和系统地提高理解能力和能力。经典认知心理学的方法似乎特别适合此目的，它将理解确定为将符号复合体转换为心理表征的规则指导。然而，这种表现主义在性质上往往是无孔不入的。来自具身认知领域的最新理解概念提供了解决这个问题的方法，据此，所有心理操作都嵌入在物理交互过程中。从这个意义上说，理解意味着让身体的初级体验以试行的方式再现。在本文中，这种方法在主观性和情感的作用方面得到重新考虑：身体体验是意义生成的，因为它们在快乐和痛苦之间表现出主观感知的情感效价。因此，所有理解的开始都应位于情感领域。

这种理解概念应该对学校的语言和文学教学产生相当大的影响。例如，阅读技能的训练应该始终嵌入到身体活动中。此外，学习和理解都意味着培养对情感暗示、需求和刺激的警觉性，这甚至可能导致对课程基准和能力目标产生质疑。最后，随着艺术和文学建立自由和游戏的领域，文学教学尤其需要建立在情感意识、话语开放和进行自愿的基础上。