Emotion, Reason and Moral Engagement in Drama

Abstract

In recent years, there has been renewed interest in Aristotelian or neo‐Aristotelian theory within the field of the human sciences. This article is an attempt to begin a reassessment of whether such an interest is appropriate for drama teachers. It begins with a critique of the objections to Aristotelian theatre raised by Brecht and Boal, two of the theorists who most influence educational drama. It proceeds to focus upon the cognitive nature of emotion and, in particular, upon how this relationship can inform our understanding of catharsis. Drawing upon the work, of Martha Nussbaum, I argue that catharsis is more accurately viewed as a process of cognitive illumination through the emotions rather than as one of purgation or political repression. Reflecting upon the significance of this for drama teachers, I propose that Beckerman's theory of iconic and dialectic action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle.

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