Complex societal, environmental, and economic challenges are affecting the post-covid-19 societies. They must increasingly rely on multi-stakeholders’ and multi-domain coalitions to find innovative solutions and achieve sustainability transitions in the near future. Triple helix model featuring interactions among academia, industry, and government successfully explained collaboration in technological innovation dynamics. The models integrating a fourth helix., i.e., bringing knowledge from the civil society and a fifth helix i.e., bringing knowledge from the natural environment, emerged to understand innovations addressing complex societal and environmental problems. By adopting an evolutionary perspective and incorporating agency in the quintuple helix, we propose a conceptual framework to shed light on how multi-domain coalitions might emerge in local productive systems engaging in sustainability transitions. Drawing on this framework, we analyze the case of a rural local system where a quintuple helix coalition emerges together with the development and adoption of sustainable agronomic practices triggering a sustainability transition process.
The teaching of famous English play is generally either for the comprehension of texts or a stage performance in our schools. While considering about an integrated curriculum of Drama and English could enable students to have a deeper, broader, more complete, and interesting course in the learning process, we designed and implemented a curriculum of Role Drama approaches of Drama in Education (DIE) into the teaching of an English play “The Cop and the Anthem” for the class of students who study English as a second language in a high school.
From observing participant students and evaluating the 5-session teaching process in the class, we found that the effectiveness of the curriculum on Role Drama approaches of DIE not only lets students to have enjoyable English performing courses but also improves students’ capabilities in English expression and personal literacy.
Depending in this teaching experience, finally, we present our conclusions on the feasibilities of activities for improving teaching.
Sri Aurobindo lived four hundred years after Wang Yangming in a different civilization and another age. Yet there are parallels between the lives of these two thinkers and significant similarities between their philosophies. Central to the methods of practice advocated by both is the uncovering of a faculty of knowledge which we already possess, but normally allow to be obscured by our ordinary psychological movements. This faculty, the intuitive mind, has to emerge and be applied to all the activities of life. Methods for cultivating it have been developed under different names in both China and India. They can be found in ancient texts such as the Great Learning and the Bhagavadgītā as well as in the writings of Wang Yangming and Sri Aurobindo. Integral education would be incomplete if it does not include the cultivation of the intuitive mind.
The article introduces the field of educational drama to new readers by outlining foundational concepts and source literature, and some historical roots. Using the well-known folk tale of Hansel and Gretel (Brothers Grimm) as point of departure, the article describes a practical workshop example – with a rationale of the suggested activities.
Family Tradition Theater is the application of Integral Drama Based Pedagogy in community family education. Centered around the ancient wisdom of “Life of Harmony”, i.e. delight in way of life and admiration of harmony, the Family Tradition Theater incorporates the five ideas of Chinese family culture into five relationships to find the obstacles in these relationships and the ways to communicate. Specifically, they start with five core values of family culture – harmony, filial piety, faith, righteousness and propriety – the Theater guides audiences to see or realize the “viruses” in daily life, i.e. prejudice, complaint, unrealistic comparison, control, and scheming; remove these “viruses” through facing, introspecting, understanding, mastering, practicing, sharing, and growing; shape five spiritual accomplishments emotion, responsibility, rules, rationality and trust; and construct three major mindsets – perspectives of internality, relationship, and growth.
Integral education is poised to become a unifying principle for global higher education that is suffering from fragmentation and disconnection from the essence of being human. Integral education does everything that conventional education does, and also categorically more by integrating multiple domains of learning and growth. Integral education can identify its roots with Integral Yoga and the integral philosophy developed contemporaneously by Sivananda and Aurobindo as a grand synthesis of all psychospiritual practices and theories, both Eastern and Western. These common roots can be traced in a direct line to two institutions founded specifically for integral education in the U.S.: the California Institute of Integral Studies (CIIS) founded by Haridas Chaudhuri and also to the California Institute for Human Science (CIHS) founded by Hiroshi Motoyama. Although the founders independently developed their philosophies of integral education, they identified their roots in the Aurobindo-Sivananda Integral Yoga synthesis. Motoyama was a realized yogi as well as an educator and scientist. The educational and operational principles by which he founded CIHS included the practice of methods for embodied psychospiritual growth. (All such methods are called “yogas” in the Vedanta tradition.) Although Motoyama developed his philosophy independently, his yoga roots mesh with those of Sri Aurobindo’s Integral Yoga which is commonly thought of as the origin of integral education in the West. Moreover, Motoyama approved of Aurobindo’s educational approach (Timothy Laporte, private communication).
Traditional drama education in early childhood has been concentrated on the interdisciplinary level, barely integrating children’s mind, body, and spirit. Language, science, society, health and art are integrated through drama to establish connections among the various disciplines. However, it is very important for children to walk between the worlds of reality and fiction through drama, interact with body and mind, and construct a complete experience. To achieve maximum integration of body and mind that is based on “education as growth” as in Dewey’s Experience and Education (1938), Growing Drama, a new integrated paradigm, maintains that the drama education of young children drama follow their drama experience construction.
In this study, we explore the interrelationship of theory and practice by focusing on the practice of Integral Drama Based Pedagogy (IDBP) by tracing its theoretical framework of Wang Yamgming (1472–1529) on its conception, and the theoretical influence of Sri Aurobindo (1872–1950) on its development. In the works of Wang Yangming and Aurobindo, a theory of Integral Education emerges that contributes to an increasing transdisciplinary and interdisciplinary evolution in education in primary, secondary, and higher education. Our intention is to discuss the interrelationship between two educational approaches that are directed toward the student’s personal transformation – Integral Education and Integral Drama Based Pedagogy – and to show that their complementarity has had a positive mutual influence. In addition, we include references to the works of Donald Winnicott and his contemporaries on the expansion of IDBP. Lastly, we provide an example of a course component of IDBP, a teaching of the poem “The Journey” by Mary Oliver.