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Abstract
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 “Journey” by Mary Oliver.
Abstract
This paper is focused on a variety of approaches and paths to increase and advance international education partnerships. It studies methods in general considering their theoretical frameworks as well as their aspirations, goals, and outcomes. It also presents exemplary models currently used in Eastern and Western higher education that are largely applicable to most universities. The paper also notes areas of impact that international education partnerships can have on teaching， learning, and research because of national educational differences, multi-cultural perspectives, and global interconnectedness. In addition, it highlights two exemplary models of international education partnerships at Beijing Normal University. Throughout, the paper references essays included in this special issue as well as elsewhere. The underlying theme in this essay and the special issue is that universities contribute to the integrity of education as well as global peace by increasing, updating, and assessing international education partnerships that facilitate meaningful global interactions and shared learning among faculty, students, and universities.
Deep Connections and New Integrations of Education
Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
Deep Connections and New Integrations of Education
Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
Abstract
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.
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