Journal of Moral Education 28 (4):459-471 (1999)

Abstract
Although it is commonly assumed within schools that drama has a place within moral education, there is very little theory or analysis to support the assumption. This article sketches a theoretical framework to show how and in what ways drama can make a distinctive contribution to the field. Drawing upon Stenhouse (1975) it proposes a broad distinction between moral instruction and moral induction and analyses drama's potential contribution to both areas. In so doing, it draws links between the cultural practices of the theatre and those of the drama classroom, analysing the moral potential of the dramatic experience through five theoretical lenses. These include the enacted nature of dramatic narrative; the association between drama and the learning of rules; the communal function of drama as a public artform; dialogue and dialogism in drama; and the relationship between emotion, reason and moral engagement in drama
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DOI 10.1080/030572499103016
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
The Moral Judgement of the Child.Jean Piaget - 1933 - Philosophy 8 (31):373-374.

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Citations of this work BETA

Serious Words for Serious Subjects.Adrian Skilbeck - 2014 - Ethics and Education 9 (3):305-316.

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