This paper attempts to invoke the hermeneutical freedom which inherently resides in the literature by opposing the traditional view that the literary interpretation should be limited to the goal-orientedness. In this endeavor, the author tries to capture the basic principle according to which the hermeneutical freedom can be realized in the behavior-oriented didactics of German literature. It is certain that the reading of literature is a model of the communicative behavior of human-being. Unlike the everyday dialogue-situation, however, the literary communication subsumes the possibility of the free constitution of meaning by the receipient. Accordingly, in the behavior-centered literature lesson, the productive method of reception and the analytic method of interpretation always circulate. By this bilateral circulation the literature lesson entails a procedual character. As a result, the qualitative standard of the literature lesson lies not in the result of the complete understanding of the text, but in the particular hermeneutical quality which the process of understanding includes. The behavior-oriented paradigms of the literature teaching in the German secondary education appeared as a reaction to the so-called science-paradigms which insisted on analysing the literary text via a science-model. The behavior-orientedness as a more conclusive concept of the literary didactics means the following: -With respect to the method of teaching, the behavior-oriented class includes the attitudes and the opinions of the students as the class-topics, unlike the traditional teaching method which heavily relied on the role of teacher. In this new approach, the students can contribute to the dynamic make-up of the class by experiencing and performing literary phenomena of their own such as role-type playing. -When it comes to the goal of learning, the behavior-oriented class goes beyond the level of analyzing the text by the cognitive method. It promotes the literary imagination and the emotional sensitivity of the students by adopting dynamic approach. Hence, the students can develop on their own how to reasonably manifest their will as a social-being. -The behavior-orientedness on the level of literary theory implies the transition from the method of work-internal (centered) interpretation to the receipient-centered method of literary interpretation. The literary text itself constitutes the object of the interpretation as well as the triggering point for the reception-behavior on the part of the reader. In brief this research focuses on the theoretical teaching method of literature for the students as text readers where they can actively participate in creating the freedom of text interpretation.