To Learn How to Learn as a Subject

Abstract

Abstract Problem Statement: The use of a concept like learning in policy documents for Higher Education is said to serve instrumental goals (Biesta, 2010). Who is the subject and where? The existential perspective in drama seems to represent the total opposite to instrumentality. When aiming for depth in the studies for future making professionals in a context of formal education, concepts as well as actions need to be elaborated. Research Questions: 1. How could drama pedagogy as a reference point offer an alternative interpretation of learning in Higher Education? 2. Which drama-pedagogical tools foster students to position themselves as learners and teachers of other students? Purpose of the Study: To explore features of a drama approach to research-based education and demonstrate how fostering this perspective in daily activities for teachers and students in HE enables positioning of being subjects. Research Methods: This study is undertaken by a directed analysis of literature review (Hsieh &Shannon 2005). The study is a result of a cumulative process based on our former empirical papers (Silius-Ahonen & Gustavson 2011, 2013). Findings: Demonstration through drama exposes knowledge, skills and values authentically to a reader with drama literacy. Fostering students to be able to observe and interpret professional contextual know-how requires a pedagogical design where learners can switch between the “mantle of the expert” (Heathcote, 1986) and the curious exploring child. Conclusions: We argue that the existential perspective in the arts opens up a deeper insight and a human response to other people, salient for a professional context.