The Use of Fiction as a Didactic Tool to Examine Existential Problems

Abstract

Recent geopolitical events have changed the naïve way in which many teenagers view the world. In particular, it has called into question many of the moral and ethical foundations we take for granted as norms of a functioning society. In the wake of these events, it is important for teachers to allow students, in particular the gifted, to voice their thoughts and critically examine issues pertinent to society and life. The study of literature through the prism of critical thinking can allow the student to experience its cohesiveness to life. Literature can be practical, inspirational, appealing, stimulating, and educational if approached with this purpose in mind. In this paper, we describe how gifted high school seniors at a rural Midwestern public school discerned the nature of “truths” about society and life by critically examining a simple contemporary novel. Vignettes of student discussions that illustrate critical thinking and express “controversial” views are presented along with commentaries. We also discuss the implications of using fiction as a didactic tool to examine existential problems in the high school classroom.