Pedagogic implications of being as reflected in dramatic and poetic works

Abstract

The purpose of this study is to investigate the pedagogic implications of Being in dramatic and poetic works. Chapter 1 shows the writer's concern that Being, separated from being, is forgotten in a scientific-technological education, Dramatic and poetic studies are in danger of being unfolded in the bracketings of science and technology. Man's suffering at the technology includes loneliness, boredom, frustration and An urgent need arises to develop the pupil's technological capacity and skill, and to actualise his potential, as long as Being is deconcealed. A technology-based education system, mainly for blacks, based on Japan, is being considered. Influenced by science and technology, verbal and nonverbal aspects are separated in drama and poetry. These aspects are integrated in drama and poetry encountered in action, as poetic thinking unites Being and being. Computer education, like writing, focuses on and teievision emphasises nonverbal factors. If pupils participate in drame, their actions are authentic. Mere spectators act inauthentically. A scientifically-influenced literary critic separates the play's parts and ignores nonverbal qualities.