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
... lives as it did in mine. The following articles, published in academic journals, have arisen from earlier versions of chapters in this book. CHAPTER 4 has appeared in an earlier version as: Recasting the Phaedra Syndrome: Myth and ...
... lives as it did in mine. The following articles, published in academic journals, have arisen from earlier versions of chapters in this book. CHAPTER 4 has appeared in an earlier version as: Recasting the Phaedra Syndrome: Myth and ...
Strana 2
... live in Hamelin, which would enable him to keep an eye on the Mayor. As Mayor, I accepted these conditions and the drama ended with a celebratory dance, as the jubilant children were piped back to their homes in Hamelin. This turned out ...
... live in Hamelin, which would enable him to keep an eye on the Mayor. As Mayor, I accepted these conditions and the drama ended with a celebratory dance, as the jubilant children were piped back to their homes in Hamelin. This turned out ...
Strana 5
... lives. (The Daily Telegraph, op. cit.) The strong implication here is that moral dilemmas result from a lack of knowledge of moral rules and that the moral life would be relatively straightforward if we had internalized them. The ...
... lives. (The Daily Telegraph, op. cit.) The strong implication here is that moral dilemmas result from a lack of knowledge of moral rules and that the moral life would be relatively straightforward if we had internalized them. The ...
Strana 17
U této knihy jste dosáhli svého limitního počtu zobrazení..
U této knihy jste dosáhli svého limitního počtu zobrazení..
Strana 18
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