Starting from one of the basic questions concerning the value of education in public schools – to what extent text and literature can contribute to the development of personality – a wholesome approach to the reception process is evoked. By discussing central positions of narrative ethics in combination with the results of reading psychology research, possibilities and challenges in literature education are shown. The second part of the paper reflects the circumstances under which aesthetic and ethic educational processes can be influenced by didactics in front of constructivistic theories. Also, it points out the demands on teachers‘education stemming from these questions while taking developmental psychology aspects into consideration. Finally, the relevance of the theoretical argumentation is demonstrated by the example of the novel Frühling der Barbaren by the Swiss author Jonas Lüscher.
Key words:
value education, development of personality, narrative ethics, reading psychology, literature education
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