Etos, literatura in vključujoč pouk

The starting points for the renewal of curricula in elementary and upper secondary schools (Ahačič et al. 2022) are related to the quality of lessons by, among other things, paying regard to the students’ voice and, in this sense, they offer a consideration of teaching literature within the upper secondary school subject of the Slovenian language. Taking into account the ethical aspect of literature, which is highlighted in the so-called ethical turn in the literary science (Virk 2018, 2021; Meretoja 2014a, 2014b, 2018) and which is also followed by the didactics of literature (Krakar Vogel 2020), it is possible to stimulate the awareness of the adolescent’s ethos with argumentative discussion classes carrying out in-depth work on classic literary texts. The starting point for this is the postmodern understanding of dialogic ethics, the foundation of which is a respectful attitude towards the Other. This is a literary text or, through it, the cultural tradition and all the interpreters during lessons, i.e. both students and teacher. The foundation is the narrative identity (Ricoeur 2003b) and narrative knowledge (Kroflič 2017a) in the context of the development of ethical consciousness (Kroflič 2007). For the realization of this process an appropriate school system is necessary, and within this a safe learning environment, one which enables the development of ethical awareness and where equal attention can be paid to the contribution of every participant in the discussion with the support of respectful relationships. Such an approach also appears to be meaningful preparation for writing a school essay, an important part of which is proposing and supporting one’s personal views. It also raises the important question of evaluating a school essay.