ABSTRACT
Students face some challenges with regard to the way in which they interact with novels, stories, and poems. The author proposes a way of using photography in the classroom because its pragmatic and epistemological qualities strengthen students' critical thinking skills in conjunction with the development of the moral imagination and moral sensitivity. Perception, which is at the heart of becoming a responsible moral agent, can be cultivated. This chapter evolves in four parts. The first analyzes the way in which ethics professors appropriate the arts in their classrooms. The second establishes the epistemological reasons that make narrative ethics a fascinating educational enterprise. The third part of the chapter pinpoints the elements through which narrative ethics intersects with photography. The fourth part presents examples of assignments or "prompts" and student responses to the use of photography to develop moral sensitivity.
