Shared experiencing, shared understandings: Intersubjectivity as a key phenomenon in drama education

Abstract

This article is a philosophical reflection on intersubjectivity in the context of drama education; it draws on the concept's most recent neuroscientific basis as well as the perspectives of Merleau-Ponty, Buber and Husserl. Its purpose is to deepen our understanding of the mechanisms of interaction in learning processes in drama education. In the stream of interaction in drama, the central conditions are shared experiencing and shared understandings. Intersubjectivity encompasses both of these. This study views intersubjectivity as an innate capacity and a phenomenal reality, suggesting that intersubjectivity is a key phenomenon in the interaction of drama education.

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…Learners' pleasant 'feel good' component from engaging with people and their rising self-awareness as they learn about cultural customs and acceptable reactions to those traditions must be capitalised on as a first step. Neuroscientific studies demonstrating the link between emotional engagement and improved cognitive performance lend credence to the effectiveness of theatre as a teaching method (Viirret 2018). Similar to daydreaming and other altered mental states, playful behaviour in learners may cause the release of neurochemicals and the opening of previously closed neural connections (Pitruzzella 2022;Sherratt & Peter 2002).…”