Use of literature to increase students' critical thinking skills in ethical dilemmas

Abstract

 In a world that is more complex and dynamic, the development of critical thinking skills, empathy, and ethical reflection is fundamental to preparing students for the challenges of the XXI century. This article examines the close relations between critical thinking, ethical dilemmas, and literature as a learning tool. Several studies show that education must be reoriented to models that put first the development of critical skills using innovative strategies, such as the combined learning, and surroundings that build teaching. The literature emerges as a transformative tool that, allows the connection with diverse perspectives, enhances moral reasoning, and defies self-prejudices.

Nevertheless, a void in the systematic documentation of processes oriented to the development of these skills could be identified. So new investigation in this field is needed. This article argues that immersion of literature in educative curricula not only strengthens analytical and ethical skills but also improves collaborative and humanistic learning. Finally the adoption of an innovative pedagogical approach with the goal of capable accountable citizens, and effective leaders in the globalized and changing world is suggested.