The blended space between third and first person learning: drama, cognition and transfer

Abstract

This essay considers whether the neuroscientific concepts of conceptual blending (from cognitive linguistics) embodiment and analogy offer insights into why and how drama-based pedagogies strengthen classroom learning. Pilot writing samples from eight-and nine-year-old students suggest that conceptual blending is enhanced through drama-based instruction and that the process not only increases learning outcomes, but motivates to learn as well.

Abstracto

Este ensayo considera si los conceptos neuro-cientficos de la fusin conceptual (de lingsticas cognitivas) personificacin y analoga ofrece percepciones sobre cmo y porqu las pedagogas basadas en el teatro fortalecen el aprendizaje en clase. Muestras de escritura piloto de estudiantes de ocho y nueve aos sugieren que la fusin conceptual es realzada a travs de la instruccin basada en el teatro y que el proceso no solo incrementa los resultados de aprendizaje, sino tambin la motivacin de aprender.

摘要

本文考察了神經科學關於體現與分析的概念整合（認知語言學定義）的理論是否能為戲劇教學法的問題帶來深刻見解——戲劇教學法為何能夠強化課堂學習，它是如何做到的等等。試點調查中來自八、九歲學生的寫作樣本顯示了在以戲劇為基礎的指令下，學生的概念整合有所提高，該提升過程不僅局限于學習的成果，還包括學習的動機。

Keywords:

• conceptual blending
• drama-based pedagogies
• first-person learning
• qualitative content analysis

Note on Contributor

Peter Duffy heads the Masters of Arts in teaching degree in Theatre Education at the University of South Carolina. He serves as Director of Research for the International Drama/Theatre Education Association and is an Ex-Officio board officer serving as International Relations Liaison for AATE. His research interests include cognition and theatre as pedagogy and applied theatre.