Abstract
Teachers can use the techniques of dramatic representation to educate their students, Aristotle would argue, rather than using rote learning (or other form of instruction), for it is a “purer” form of education। It is this kind of “classroom drama” for which Gavin Bolton recently coined the umbrella term “drama education।” Plato contended, alternately, that only the teaching of “moral ideas” in a play is suitable instruction for pupils, and strongly suggested that only these ideas should comprise what he called “the form of play” in the curriculum। He divided drama activities into two worlds: the audience’s and the actor’s, and believed that both of them influence each other through the process of “metaxis.” Aristotle rejected Plato’s ideas and instead conceived that the playwright should use their “infinite ideas” to conflate the two worlds because people will through catharsis “correct” their faults and tend toward “perfection” regardless of whether the plays are moral or immoral. In “drama education,” using the concept of improvisation, the ideas of the teachers as well as those of the students can be explored. By their use of “representation” in the classroom “space,” they will not only learn “the knowledge” (instruction) but also gain “the higher delight” (entertainment).
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