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
... critical scrutiny of the text and their testing questioning of it; to Dr Eleanor Nesbitt and Dr Victor Quinn for sharing with me the knowledge of their particular specialist fields; to Barbara Juster Esbensen for her kind responses to ...
... critical scrutiny of the text and their testing questioning of it; to Dr Eleanor Nesbitt and Dr Victor Quinn for sharing with me the knowledge of their particular specialist fields; to Barbara Juster Esbensen for her kind responses to ...
Strana 3
... critical analysis and their intentions were often as didactic as those of the school assembly (Hall, 1988). Some of their claims struck me as dubious and their interpretations open to challenge and I wondered if the same criticisms ...
... critical analysis and their intentions were often as didactic as those of the school assembly (Hall, 1988). Some of their claims struck me as dubious and their interpretations open to challenge and I wondered if the same criticisms ...
Strana 7
... critical perspectives of postmodern consciousness, the rational moral principles it proposes as universal truths are open to question as are the rigid developmental categories it advocates. I propose that, in the work of Carol Gilligan ...
... critical perspectives of postmodern consciousness, the rational moral principles it proposes as universal truths are open to question as are the rigid developmental categories it advocates. I propose that, in the work of Carol Gilligan ...
Strana 36
U této knihy jste dosáhli svého limitního počtu zobrazení..
U této knihy jste dosáhli svého limitního počtu zobrazení..
Strana 38
U této knihy jste dosáhli svého limitního počtu zobrazení..
U této knihy jste dosáhli svého limitního počtu zobrazení..
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