To be genuine in artificial circumstances: evaluating the theatre analogy for understanding teachers’ workplace and work

ABSTRACT

This paper provides teachers and teacher educators with food for thought by developing a broad, contemporary re-evaluation of the often-used analogy between teaching and the theatre. It does so by synthesizing insights from scholarly works in education with insights from writing about theatre, including both historical work and published interviews with practicing stage actors. This approach throws into relief particular ways in which teaching does and does not resemble acting as described by its present-day practitioners. A key parallel is observed between the central challenges faced by teachers and actors: acting requires being truthful in imaginary circumstances, while teaching requires being genuine in artificial circumstances. Using work on bildung, the nature of this challenge is examined, and a call is made to help teachers and students better appreciate the intimate, reciprocal and shared nature of good teaching – a challenge in a culture where corporate interests aggressively promote personalized and “anytime, anywhere” learning. The paper also addresses the phenomenon of massive online courses, which enthusiasts like to believe teach themselves. This idea, I suggest, is as absurd as the notion that a great theatre building could obviate the need for a strong cast. .

KEYWORDS:

• Teaching
• theatre
• novice teachers
• teacher educators
• technology

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

D. Kevin O’Neill

D. Kevin O’Neill is an Associate Professor in the Faculty of Education at Simon Fraser University, 8888 University Drive, Burnaby, British Columbia, Canada V5A 1S6; e-mail: [email protected]. His scholarly interests include educational technology, design-based research, and the teaching and learning of history. One of his most recent publications is ‘When form follows fantasy: Lessons for learning scientists from modernist architecture and urban planning.’ The Journal of the Learning Sciences, 25(1), 133–152.