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 1
... human sympathies. I wondered if our drama might explore these conflicting moral tensions and, after some deliberation, decided to start the drama where the story ends, in the country to where the children are led beyond the mountain ...
... human sympathies. I wondered if our drama might explore these conflicting moral tensions and, after some deliberation, decided to start the drama where the story ends, in the country to where the children are led beyond the mountain ...
Strana 13
... human development and human behaviour. In retrospect it is tempting to see his suicide as tragically symbolic, to view it if not as an admission of failure, then at least as a testimony to doubts in what he had achieved. Lawrence ...
... human development and human behaviour. In retrospect it is tempting to see his suicide as tragically symbolic, to view it if not as an admission of failure, then at least as a testimony to doubts in what he had achieved. Lawrence ...
Strana 14
... humanity; in Erikson's case, this highest stage of moral being is characterized by Ego Integrity, where, coupled with ... human sense, children much younger than 6 and 7 could, indeed, see things from another's perspective (Donaldson ...
... humanity; in Erikson's case, this highest stage of moral being is characterized by Ego Integrity, where, coupled with ... human sense, children much younger than 6 and 7 could, indeed, see things from another's perspective (Donaldson ...
Strana 15
... 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 perfect human being according to Kohlberg's and Erikson's moral ...
... 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 perfect human being according to Kohlberg's and Erikson's moral ...
Strana 18
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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