Abstract

This essay explores how moral discourse can have dogmatic tendencies. In exemplifying how it is possible to move beyond such tendencies, this essay turns to the Norwegian picture book Garmann's Summer. The essay not only suggests a vision of moral thinking, but also aims to demonstrate the role that literature, and particularly children's literature, can play in moral discourse, particularly in philosophy. The picture book's elaborations on the difficulties children can face when starting school show both what ethics beyond moral concepts can be and the role that literature and art can have in moral thinking. The essay aims to show that moral work may consist in acknowledging difficulties and that all of their complexities have a role to play in the lives of real human beings. Accordingly, the essay is not a philosophical interpretation of a children's book, but an attempt to read a children's book to do philosophy.