Each book in this series takes aspects of current research into geographical education and delivers them to the classroom practitioner. The Theory into Practice series is dedicated to improving and reinvigorating the debate about teaching and learning in geography.
Key elements of the series are: direct communication with the classroom practitioner about current aspects of research in geographical education, and how these relate to the classroom.
As geography is impregnated with moral values, a central task for geography teachers is to focus more explicitly on them. This book explains how teachers can use moral dilemmas to explore the moral dimension to particular geographical issues. It argues that by inviting students to identify the moral dimension of an issue, geography teachers will also be involving students in the process of moral reasoning, and thus contributing to their moral development.
The book describes the stages of finding inspiration for and constructing narratives around particular moral dilemmas, and suggests how they can be used with students. Although primarily aimed at geography teachers this book will be of value to teachers of other subjects.
Chapter 1: What is a moral dilemma?
Chapter 2: Do moral dilemmas really exist?
Chapter 3: moral dilemmas in geography
Chapter 4: Embedding moral dilemmas in a narrative structure
Chapter 5: Using moral dilemmas in geography
Chapter 6: Creating a moral dilemma
Chapter 7: Conclusion
Follow the link to sample extracts from the GA's Theory into Practice publications.
Also in this series
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