Perspectives on moral ambiguity and character education in the drama classroom

Abstract

In this paper, I argue that certain drama education practices pedagogically trouble didactic moral instruction and offer open and fertile ground for the exploration of morally ambiguous dilemmas. Referring primarily to the work of Joe Winston, I posit that theories of drama as moral education point to the desirability of an open moral agenda, and particularly that context and cultural specificity are essential when attempting to understand and experience moral issues in the classroom. In order to illuminate this issue I refer specifically to I’m Too Old for a Trike Now, a story drama structure by Carole Miller and Juliana Saxton. This story drama showcases the openness of the dramatic form and its effectiveness for meaningful exploration of moral ambiguities. I contend that it is through open and affective drama pedagogy that critical reflection and a more mature level of understanding is able to develop.

Keywords:

• Character education
• drama education
• moral education

Acknowledgements

An earlier version of this paper was presented at the NYU Educational Theatre Forum, New York University, New York City, 2016.