Drama in a philosophy classroom: philosophy and/through drama

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Abstract

Drama education has demonstrated its potential to enrich teaching across disciplines, yet its application in philosophy education remains largely unexplored. This article aims to highlight the unique advantages of drama in fostering reflection and deep engagement, particularly through the use of fictional contexts that emphasize human interconnectedness within complex relationships. A comparison with more conservative methodologies like Philosophy for Children (P4C) underscores the more radical and vivid nature of drama education. Additionally, I explore the philosophical underpinnings of this practice, drawing on European philosophical perspectives, notably Heidegger's notion of situatedness. Finally, I delve into the details of theoretical dispute within drama education circles regarding the role of conventions and uninterrupted action as reflective practices. This debate, initiated by Edward Bond's critique of Brecht, resonates with Heidegger's critique of traditional philosophical traditions. I conclude that this discussion brings fundamental questions about experience, understanding, and cognition to the forefront, while also inspiring new ways of understanding the dramatic form.

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Keywords

P4C, philosophy, drama conventions, Edward Bond, Martin Heidegger

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