ABSTRACT Where do a child’s morals come from? Interactions with other human beings provide arguably the primary contexts for moral development: family, friends, teachers and other people. It is the artistic products of human activity that this essay considers: literature, film, art, music. Specifically, I will consider some philosophical issues concerning the influence of folk and fairy tales on moral development. I will discuss issues of representation and reduction: in particular, how far should stories for children elide the complexities inherent to many folk and fairy tales? Drawing on a distinction between a problematic reductionism and an appropriate pedagogical reduction, I suggest that pedagogical issues of representation require us to think about how to represent complexity in ways that are reductive without being reductionist, that can delight and engage without being horrifying or tedious. While there is a place for horror and for boredom, it is primarily a matter of timing...

中文翻译：

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在恐怖与无聊之间：童话与道德教育

摘要儿童的道德从何而来？与其他人的互动可以说是道德发展的主要背景：家庭，朋友，老师和其他人。本文考虑的是人类活动的艺术产物：文学，电影，艺术，音乐。具体来说，我将考虑一些有关民间故事和童话故事对道德发展的影响的哲学问题。我将讨论代表性和减少性的问题：特别是，儿童故事应该在多大程度上消除许多民间故事和童话故事固有的复杂性？根据有问题的还原论与适当的教学还原之间的区别，我建议教学的表征问题要求我们考虑如何以还原性的方式表现复杂性而不是还原主义者，可以令人愉悦和参与，而不会感到恐惧或乏味。虽然这里有恐怖和无聊的地方，但这主要是时间问题。