문학교육과 도덕적 상상력 = Teaching Literature and Moral Imagination

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to investigate how and in what ways our understanding and appreciation of literary works call upon and further our capacities for moral imagination and moral understanding. Imagination is responsible for a wide variety of human activities, among which four are particularly important. The first is the formation of images；the second is resourceful problem-solving；the third is the falsification of some aspect of reality；and the fourth is the mental exploration of what it would be like to realize particular possibilities. Moral imagination belongs to the fourth kind of imaginative activity. It is moral because one central concern of it is with evaluating the possibilities from the perspective of a conception of a good life.Moral imagination enables us to carry the exploration of our possibilities beyond the confines of our tradition. Moral imagination thus contributes to our growth in breadth；breadth enlarges the field of possibilities our tradition initially provides；and the new possibilities, derived from exposure to our traditions, usually through literature, especially in narratives including novels, plays, and biographies. Thus, it is very important to make literary imagination meet moral imagination in not only teaching ethics but also teaching literature. Teaching narrative ethics can make poetic justice be social justice. It should be one of the main subjects of our profession to teach literature.

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