scholarly journals Drama in education: why drama is necessary

2021 ◽  
Vol 98 ◽  
pp. 02009
Author(s):  
Manon van de Water
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Integrative Approach ◽  
Drama In Education ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
Brain Based Learning ◽  
And Performance ◽  
The Mind ◽  
Contextualized Learning

The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Teaching and Learning Theories for an Interdisciplinary Curriculum

2017 ◽  
pp. 28-48
Keyword(s):  
Teaching And Learning ◽  
Aesthetic Experience ◽  
Adam Smith ◽  
Learning Theories ◽  
Proximal Development ◽  
Nel Noddings ◽  
Multiple Intelligence Theory ◽  
Life Itself ◽  
Intelligence Theory ◽  
The Aesthetic

Historical and contemporary theorists have consistently influenced the philosophy of education. Theorists such as John Dewey, the forefather of progressive education, Lev Vygotsky, the creator of the zone of proximal development theory, Paulo Freire, the architect of a social justice-infused curricula, Sonia Nieto, the trailblazer in the multicultural movement, Nel Noddings, the groundbreaker of the care perspective, Emile Durkheim, the originator of sociology, Adam Smith, the spearhead of the economic theory, Howard Gardner, the mastermind of the multiple intelligence theory, and Maxine Greene, the visionary behind the aesthetic experience, have reasoned that a multidisciplinary approach to learning would allow students to recognize their learning potentials, and most importantly, offer students the knowledge and experience they need to connect to life itself.

Like Drifting Snow My Head Falls

2017 ◽  
Author(s):  
Robert Bingham
Keyword(s):  
The Body ◽  
First Person ◽  
Image Generation ◽  
Drifting Snow ◽  
Mental Imaging ◽  
And Performance ◽  
The Mind

In this chapter, the author focuses on the somatic activity of imaging, which has played an important role in his engagement with dance and performance. He describes the feeling in the body as images arise in the mind and the stories that these images tell through a first-person phenomenological narrative. In particular, he discusses the somatic dimensions of mental imaging, highlighting the fickle, unpredictable nature of images as well as their affinity with somatic awakenings. He also talks about the use of image as a means to bring the body’s voice to the page and to dance, along with his research that aims document dreamlike image experiences. He concludes that somatic image generation requires trust and compares images to his arms, which he claims can support a shift in his consciousness and help him connect to himself and beyond.

Rationality in Stoic Thought

2019 ◽  
pp. 171-194
Author(s):  
Ada Bronowski
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Natural Course ◽  
Sense Perception ◽  
Natural Development ◽  
The Mind ◽  
Ordinary Teaching

This chapter focuses on lekta as the objects of ordinary teaching. What there is to teach, and what there is to learn are lekta, say the Stoics. This claim leads to affirming the mind-independence of lekta since it is what is distinct and external from us, and yet obtains as true, that we need to be taught, especially once teaching and learning are understood as necessary steps in the natural development of reason in us. There are two methods for this developement to follow its natural course: through sense-perception leading to the acquisition of conceptions on the basis of experience, and through teaching and paying attention. The methods are not only compatible but are equally necessary to enable us to fulfil our impulse to preserve what we come to understand is most characteristic of us, as rational beings in a rational cosmos, namely reason. The Stoic theory of oikeiōsis, appropriation, is discussed in relation to the teaching and learning of lekta, as also the further question of the stages of this process of instruction. The Stoics make a distinction between two ways impressions come about in our minds: hupo, by, and epi, in relation to. A suggestion is put forward that this difficult distinction expands the distinction between the two methods, sensory and through attention, which ground the natural developement of reason. In this light, the example the Stoics take of the gymnasitics teacher, often decried as incongruous, is defened as a paradigmatic case of teaching how to pay attention to lekta, expressed through a language of the body.

An Integrative Approach to Yoga Therapy

1993 ◽  
Vol 4 (1) ◽  
pp. 43-45
Author(s):  
Joseph LePage
Keyword(s):  
The Body ◽  
Integrative Approach ◽  
Yoga Therapy ◽  
Body Balance ◽  
Spiritual Dimension ◽  
Yoga Sutras ◽  
Health And Healing ◽  
The Mind ◽  
Yoga Nidra

The traditional elements of yoga are the basis of this approach to Yoga Therapy: yoga postures (Asana), breathing (Pranayama), deep relaxation (Yoga Nidra) and yoga psychology (Yoga Sutras of Patanjali) Yoga Therapy facilitates health and healing at the level of the body, balance at the level of the mind and emotions, and awakens us to the spiritual dimension of living.

scholarly journals SPECIFICITY OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
pp. 55-59
Author(s):  
Tosho Rafailov
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Scientific Basis ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Multiple Intelligence Theory ◽  
Innovative Learning ◽  
Intelligence Theory ◽  
Academic Content

The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative technologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the teacher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.

scholarly journals Religion som strømme i en flydende bevidsthed

2005 ◽  
Author(s):  
Uffe Schjødt
Keyword(s):  
Developmental Psychology ◽  
Developmental Stages ◽  
Human Mind ◽  
Developmental Theory ◽  
Cognitive Approach ◽  
Multiple Intelligence Theory ◽  
Domain Specific ◽  
Abrupt Jump ◽  
Intelligence Theory ◽  
The Mind

Archaeologist Steven Mithen claims to show how and why the human mind developed into a culturally capable entity. By adopting the notion of the ontogenetic recapitulation of phylogeny, Mithen integrates several different perspectives on developmental psychology with the state of the art of archaeological data. According to Mithen the mind has undergone some important changes during the last couple of million years ending with what Mithen calls Cognitive Fluidity. A cognitively fluid mind is the only architecture that allows abstract thinking and use of symbols. This article, however, argues that Mithen’s cognitive approach suffers from important theoretical inconsistencies, since much of the research involved seem to contradict each other. Thus psychologist Howard Gardner’s multiple intelligence theory does not fit well into philosopher Jerry Fodor’s theory of mind, while developmental psychologist Karmiloff-Smith’s developmental theory is interesting to Mithen only if recapitulation is accepted as a framework, and even then problems seem to exist between Mithen’s abrupt jump into a cognitively fluid mind about 40,000 years ago and Karmiloff-Smith’s domain specific developmental stages. In my view, Steven Mithen’s Book, The Prehistory of the Mind does not offer a satisfying account of how the mind finally went fluid and became able to perform complex artifacts and religious behaviour.

scholarly journals MULTIPLE INTELLIGENCE THEORY FOR EFL DISADVANTAGED STUDENTS OF NON–FEE PAYMENT SCHOOL

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Cut Raudhtaul Miski
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Multiple Intelligence ◽  
Disadvantaged Students ◽  
Howard Gardner ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
Teacher's Knowledge

After more than thirty five years, multiple  intelligence theory of Howard Gardner is still used to help teaching and learning process in the classroom. Teachers can guide students to maximize their English language learning by optimizing their potential intelligences. Though so, discussion on multiple intelligence toward disadvantaged students is not adequate enough. This paper will figure out the usefulness of the Multiple intelligence theory to facilitate the disadvantaged students in learning English language  in the classroom especially who learn at non - fee paying school. Hopefully that this paper benefits for teachers who teach disadvantaged students, those who are working to improve the quality of education for disadvantaged students, and give a useful light to student teacher’s knowledge about the unique circumstances of disadvantaged students.

Sign in / Sign up

Export Citation Format

Share Document