Drama, Narrative and Moral Education
Routledge, 2005 M06 21 - 208 páginas
Teachers are expected to take responsibility for children's moral development, particularly in the primary years, but how best to go about approaching the issues? In this book, the author explores a classroom approach that uses both drama and narrative stories to explore moral issues: drama gives children an opportunity to work through moral problems, make decisions and take up moral positions; stories offer a resource for moral education whereby children can learn through the 'experiences' of those in the story. Through providing a number of case studies, the author shows how this may be done by practitioners in the lassroom.
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action ambivalence analysis archetypal argued argument Aristotle audience beanstalk behaviour Boal Brahmin Brecht Bruner carnival catharsis Chapter Chief child classroom cognitive comic concept contemporary context critical cultural defined dialogical Edmiston educational drama emotion emphasized Esbensen ethic of care ethical Euripides example experience explore fairy tale fairy tales feel function Giant Gilligan Girl Heathcote historical Hornbrook human ibid Indian Jack Jack Zipes Jack’s Kohlberg learning lessons lily literary live London MacIntyre moral education moral meanings moral relativism moral values myth mythic narrative Native American nature O’Neill ofthe Ogre Ojibway oral Panchatantra particular person perspective Phaedra Philomele play political potential practice practitioners problematic process drama Procne reason responses ritual role sense session significant social society Star Maiden steal story symbolic teacher teacher in role Tereus theatre theory Thief tradition understanding universal violence virtues western Zipes