Pedagogic implications of being as reflected in dramatic and poetic works
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Authors
McNeil, Mabel Elizabeth Lilian
Issue Date
1994-01
Type
Thesis
Language
en
Keywords
Alternative Title
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.
Description
Citation
McNeil, Mabel Elizabeth Lilian (1994) Pedagogic implications of being as reflected in dramatic and poetic works, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18644>