Ethical Reflexivity in Literature Education

Abstract

This article examines the ethical dimension of literature education within the framework of the recent “ethical turn” in French-speaking literary didactics. Drawing on the concepts of moral pluralism, reader reflexivity, and practical wisdom (phronesis), it proposes a model of literary education aimed at fostering critical reflection on one’s own values and those of others, while avoiding both moralism and axiological relativism. The theoretical discussion is complemented
by the presentation of an empirical study conducted in Québec secondary schools on interpretive
discussion. The analysis of classroom debates and students’ reflective writings shows that the confrontation of divergent interpretations promotes the development of reflexive and ethical capacities such as fictional empathy, practical judgment, reciprocity, and recognition of axiological diversity. The article highlights the role of interpretive conflict as a privileged educational device for fostering moral pluralism and supporting the formation of readers capable of engaging with the complexity of contemporary democratic societies.