Drama, Narrative and Moral EducationRoutledge, 21. 6. 2005 - Počet stran: 208 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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Strana 7
... action than it might create.5 However, for the purposes of logical argument, the finished text is presented in two halves. Part 1 consists of a broadly theoretical argument for using drama and traditional stories for the moral education ...
... action than it might create.5 However, for the purposes of logical argument, the finished text is presented in two halves. Part 1 consists of a broadly theoretical argument for using drama and traditional stories for the moral education ...
Strana 8
... action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle. Part 2 begins with Chapter 6, in which I argue for the moral exploration of fairy tales through ...
... action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle. Part 2 begins with Chapter 6, in which I argue for the moral exploration of fairy tales through ...
Strana 9
... actions in value-laden contexts. I detail the methodological practices used to gather data, listing and explaining those specific to each case study. Chapters 8, 9 and 10 provide accounts of three case studies. Each is centred around a ...
... actions in value-laden contexts. I detail the methodological practices used to gather data, listing and explaining those specific to each case study. Chapters 8, 9 and 10 provide accounts of three case studies. Each is centred around a ...
Strana 14
... action and suggested that his research showed a growth in attitude to rules and rule-keeping from heteronomy, where rules are given by external authority, to autonomy, where they are mutually agreed, accepted and internalized. Kohlberg ...
... action and suggested that his research showed a growth in attitude to rules and rule-keeping from heteronomy, where rules are given by external authority, to autonomy, where they are mutually agreed, accepted and internalized. Kohlberg ...
Strana 15
... action, irrespective of such important constituents of the human moral identity as culture and gender, and prescribing universal moral precepts which are tacitly but notably congruent with the values of western liberalism. Thus the ...
... action, irrespective of such important constituents of the human moral identity as culture and gender, and prescribing universal moral precepts which are tacitly but notably congruent with the values of western liberalism. Thus the ...
Obsah
13 | |
Myth Morality and Drama | 37 |
Emotion Reason and Moral Engagement in Drama | 59 |
Potential Features | 75 |
The Brahmin the Thief and the Ogre Drama | 100 |
Jack and the Beanstalk Ethical Exploration and | 123 |
The Star Maiden Moral and Cultural Values | 144 |
Conclusion | 172 |
Appendix 1 | 190 |
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action ambivalence analysis archetypal argued argument Aristotle audience beanstalk behaviour Bettelheim Boal Brahmin Brecht carnival catharsis Cecily O'Neill Chapter Chief child classroom cognitive Colby comic concept contemporary context critical cultural defined dialogical educational drama emotional emphasizes Esbensen ethic of care ethical Euripides example experience explore fairy tale fairy tales feel function 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 Ogre Ojibway oral Panchatantra particular person perspective Phaedra Philomele play political potential practice practitioners presented problematic process drama 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