Graduate studies at Western
Journal of Moral Education 8 (2):92-98 (1979)
|Abstract||Abstract Much educational practice is based on the view that children can advance their moral ?understanding by exploring the imaginary worlds of creative writers, or by creating their own imaginary worlds. It is here argued that it is a mistake to rely on such explorations as a source either of moral didactic or of morally important knowledge about people. There are, however, grounds for believing that they can contribute importantly to moral education by extending children's vision of moral possibilities and perhaps byincreasing their skill in coming to understand people|
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