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It seems that no branch of philosophy is more interested in the scientific community than ethics, the philosophy of morality, because lately there has been an increasing interest in ethics, although it has always lasted and has not abated. However, with more pronounced questions of the culture of the 21st century, the question of human action in the context of perceiving the creation of "good" or "evil" is experiencing a heat, and very contradictory and contradictory scientific analyses and interpretations. The phenomenon of ethical reversal in many socio-humanistic fields, even in literary theory, recognized as ethical criticism – a critical orientation associated with the ethical characteristics of the text, has found its important role in the teaching of literature in elementary schools. In this context, literature for children seems to offer many interpretations in the field of ethical criticism, where elementary schools should be much more places where it should be also discussed about the role of literature in society, its (un) influence on current social changes, but also on the individual psychological development of the child. Literature for children and its teaching is very suitable for the study of ethical criticism due to a number of its characteristics and among the more remarkable are learning about interculturality and acceptance of Difference etc. However, it is important to note that ethical criticism in the 21st century also requires new ethical reinterpretations that often overlap with some established patterns of understanding ethics in children’s literature. This paper examines ethical criticism in children’s literature teaching and offers different guidelines for the study of ethics in children’s literature.
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