By Joe Winston
Academics are anticipated to take accountability for kid's ethical improvement, quite within the basic years, yet how most sensible to move approximately coming near near the problems? during this publication, the writer explores a school room strategy that makes use of either drama and narrative tales to discover ethical concerns: drama offers young children a chance to paintings via ethical difficulties, make judgements and soak up ethical positions; tales provide a source for ethical schooling wherein youngsters can study in the course of the 'experiences' of these within the tale. via supplying a few case reports, the writer exhibits how this can be performed through practitioners within the lassroom.
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Extra resources for Drama, Narrative and Moral Education
P. 285) Mythic confusion leads to frustration and ‘a lonely search for internal identity’. One might conclude form Bruner’s thesis that myths which provide a dramatic fit are crucial to the moral health of a society as they provide individuals with an intelligible dramatic narrative and with roles with which they can identify. In MacIntyre’s terms: ‘Mythology, in its original sense, is at the heart of things’ (1981, p. 216). Although his conclusions are expressed through the discourse of psychology, they resonate with MacIntyre’s argument on how we learn the virtues through stories.
Is marriage the end goal of life? Is it important to marry rich men? (Zipes, 1979, p. 173) However, as much as the fairy tale has had its detractors on moral grounds, it has had its moral apologists. Chesterton saw them as ‘spiritual explorations’ (cited in Bettelheim, 1976, p. , p. 35). There are, in fact, two camps which I shall term the revisionists and the traditionalists. By exploring their theories and by looking at how they have influenced writers and educators, we can begin to map out the moral maze which the field of the fairy tale has become.
Hence Bakhtin’s belief that it is through becoming increasingly responsive to the particularities of individual cases that we become more moral, not through our adoption of a set of pre-ordained moral maxims; and hence the real potential of the novel as a source of moral education. What he termed the ‘prosaic wisdom’ of the novel was: its ability to convey the fundamental ‘messiness’ of the world, the flux of events that cannot be reduced to any set of explanatory principles. (Kelly, op. , p. 46) In such a novel, no view is incontestable and, as in the real world, people’s moral stature is expressed through their ability to respond meaningfully to the ambivalence of ordinary existence.