Using Theatre Pedagogy to foster thinking in school-age children (Doctoral thesis)

Μάμαλη, Ευγενία/ Mamali, Evgenia

This thesis aims to explore whether Theatre Pedagogy can contribute to fostering thinking for school-age children. The assessment of its efficacy is based upon an instructional intervention which synthesizes the inquiry drama method (Papadopoulos, 2010) with the ‘Philosophy for Children’ Program (Lipman, 2006). The proposed intervention was implemented in a group of sixth-grade students of elementary school, focusing its research interest, specifically, on fostering caring thinking (Sharp, 2014; Lipman, 2006). The thesis consists of two parts. The theoretical one which is comprised of four chapters, where there is a literature review on Theatre Pedagogy, inquiry drama method and the ‘Philosophy for Children’ Program as well as an analytical presentation of the proposed instructional intervention and argumentation on its theoretical underpinning. The empirical part consists of three chapters. In this section the aim of the research is developed as well as the research questions, the selected method, the design and implementation of the research process, ending in results assessment and inferences. It is qualitative research, conducted by the action research method and organized in three phases. The collection, analysis and assessment of qualitative data was based on relevant bibliography (Katsarou, 2016; McNiff & Whitehead, 2010). Assessment of the research findings led to the inference that the proposed instructional intervention synthesizing inquiry drama and philosophy for children is applicable in the context of educational process and instructional practice as well as beneficial for fostering thinking in students. It was also inferred that the synergy of philosophical with drama-based inquiry forms a particularly fertile ground for thinking, especially in what pertains to caring thinking. Corporeality plays a catalytic role in students’ thinking as it enriches it through embodiment and reinforces it due to the aesthetic monitoring of abstract concepts.
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Drama in education
Keywords: Παιδαγωγική του θεάτρου,Φιλοσοφία για παιδιά,Στοχασμός,Διερευνητική δραματοποίηση,Φιλόστοργη σκέψη,Σωματικότητα,Theatre Pedagogy,Philosophy for children,Thinking,Inquiry drama,Caring thinking,Corporeality
URI: https://repo.lib.duth.gr/jspui/handle/123456789/20031
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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https://repo.lib.duth.gr/jspui/handle/123456789/20031
http://dx.doi.org/10.26257/heal.duth.18720
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