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The purpose of this paper is to rethink the relationship between experience and education, when what we face, as readers, learners and educators, is an altogether inconceivable experience: the account of the surviving witness of the concentration camps, a literary genre that is the end of the Bildungsroman or coming-of-age novel. Some questions guide this effort: Is there any way to read and give our young people, within the discourse of the learning society, where the crisis of transmissions is more than evident, some texts suggesting a discontinuous type of transmission? What kind of experience is the experience of reading this literature? What learning experience and transmission does it contain, if any? (By the author)