Schewe 2013.
Jogschies, Schewe & Stöver-Blahak 2018.
Maley 2019b.
http://thecreativitygroup.weebly.com/
Maley & Underhill 2012; Underhill 2014, Maley & Underhill 2019.
Fleming 2016, 2017.
Fleming 2015.
Almond 2005, 2013, 2019.
Sambanis 2013, 2016, 2018, Sambanis & Walter 2019.
Rawson 2020a, 2020b, 2021; Bryden & Rawson 2021 (in press).
Piazzoli 2018.
Piazzoli 2019.
O’Toole 2003, O’Toole & Dunn 2020.
www.ideadrama.org/
Sawyer 2012, 2019.
Blumenfeld-Jones 2012, 2016.
Blumenfeld-Jones 2016.
Ibid. 27.
Maley 2019b.
These works will be discussed in detail in Chapter 10.
Betty Jane Wagner, Educational Drama and Language Arts: What Research Shows. (Portsmouth, NH: Heinemann, 1998) 1–4.
Ibid., 5–11.
Elyse Lamm Pineau, “Teaching is Performance: Reconceptualizing a Problematic Metaphor,” American Educational Research Journal, Spring 1994, Vol. 31, No.1, 3–4.
H.H. Marshall, “Work or Learning: Implications of Classroom Metaphor,” Educational Researcher 17(9), (1988): 9–16.
Elliot Eisner, The Educational Imagination: On the Design and Evaluation of School Programs 2nd ed. (New York: Macmillan, 1985) 356–7.
Elliot Eisner, “Two Visions of Education,” Teachers College Record November 07, 2005. ID Nr.: 12234, available online at (last accessed on 07.07.2021), www.tcrecord.org/content.asp?contentid=12234 .
Eisner 1985, 175–177.
Ibid., 184.
The challenges which this vision of teaching poses for teacher education and educational research have been convincingly elucidated by Pineau 1994.
Ernst Lichtenstein, Der Ursprung der Pädagogik im griechischen Denken. (Hannover: Hermann Schrödel, 1970) 47–48. Unless otherwise noted, all translations of German into English I have done together with Martyn Rawson.
Ibid., 62.
Ibid., 61.
Plato. “Theaetetus” 150c. In Complete Works Ed. John M. Cooper. Trans. M.J. Levitt, rev. Myle Burnyeat. (Indianapolis/Cambridge: Hackett, 1997) 167.
Lichtenstein 1970, 78.
Plato. “Menon” 81d. In Complete Works Ed. John M. Cooper. Trans. G.M.A. Grude. (Indianapolis,Cambridge: Hackett 1997) 880.
Werner Jäger. Paideia: Die Formung des Griechischen Menschen. 3 vols. 5th. ed. (Berlin: Walter de Gruyter 1972) 755.
Lichtenstein 1970, 91.
Jäger 1972, 713.
Wilhelm Flitner. Die Erziehung: Pädagogen und Philosophen über die Erziehung und ihre Probleme. (Wiesbaden: Dietrich’sche Verlagsbuchhandlung 1958) XXXII.
Lichtenstein 1970, 108
Jäger 1972, 757.
Gottfried Hausmann. Didaktik als Dramaturgie des Unterrichts. (Heidelberg: Quelle and Meyer, 1959) 18–19.
Ibid.
Wilhelm Flitner. Allgemeine Pädagogik. (Stuttgart: Klett-Cotta im Ullstein Taschenbuch, 1950/1980) 14.
Ibid.
Hausmann 1959, 69–70.
Ibid., 22.
Friedrich Schiller. Über die Ästhetische Erziehung des Menschen. (Stuttgart: Verlag Freies Geistesleben, 2004 (repr. Die Horen 1795 – Sämtliche Werke Vol. 12, Stuttgart: 1904).
Ibid., 84–85.
Ibid., 93.
Ibid., 105.
Ibid., 132.
G. Hausmann’s illuminating discussion of Herbart’s early writings offers an interesting contrast to the way Herbart’s views are generally understood; Hausmann 1959, 34–36.
Baldur Kozdon. Didaktik als “Lehrkunst”: Idee und Begründung. (Bad Heilbrunn: Klinkhardt, 1984) 1–36.
Andreas Flitner. Reform der Erziehung: Impulse des 20. Jahrhunderts. (Munich: Piper, 1992) 26.
Ibid., 25.
Kozdon 1984, 36.
Ibid., 29.
Ibid., 36.
Ernst Weber. Erziehungskunst und Kunsterziehung. (Leipzig: Klinkhardt, 1914) 32.
Ernst Weber. Ästhetik als pädagogische Grundwissenschaft. (Leipzig: Wunderlich, 1907) 233.
Ibid., 339.
Ibid., 129.
Ibid., 66.
Ibid., 354.
Kozdon 1984, 33.
Although the writings of the Kunsterziehungsbewegung did not later play a direct role either in traditional educational thinking or in later educational reform movements, it would not be accurate to say that the ideas it advanced had no significance in later educational developments. Most notably in regard to the methods through which the arts were later taught, the Kunsterziehungsbewegung can be seen as having had a formative influence on later teaching. A. Flitner’s discussion of this issue is relevant. Flitner 1992, 61.
W.A.. Lay, Die Tatschule als natur- und kulturgemäße Schulreform. (Leipzig: Osterwieck, 1921) 38; quoted in Kozdon 1984, 41.
https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf .
Rudolf Steiner. “Pädagogik und Kunst” (GA 36). Texte zur Pädagogik aus dem Werk von Rudolf Steiner: Anthroposophie und Erziehungswissenschaft. Ed. Johannes Kiersch. (Dornach: Rudolf Steiner Verlag, 2004) 607.
Ibid., 608.
Ibid.
Rudolf Steiner, “Psychologie der Künste,” (GA 271) Kiersch, 2004, 33.
Rudolf Steiner, “Pädagogik und Kunst,”(GA 36) Kiersch, 2004, 608.
This is a theme which was continually addressed by Steiner throughout his pedagogical writings. Johannes Kiersch’s foreword to Steiner’s educational texts gives a clear introduction to the development and relevance of Steiner’s thinking in this respect; Kiersch 2004, 7–49. Jörgen Smit has explored the concrete meaning of a teacher’s meditation with respect to her pedagogical intuitions in his book, Der werdende Mensch: Zur Meditativen Vertiefung des Erziehens. (Stuttgart: Verlag Freies Geistesleben, 1989).
Kiersch 2004, 34.
Flitner 1992, 14.
The writings of Rumpf and Hentig will be discussed in later chapters, most notably in Chapter 17.
The writings and work of Hunfeld will be discussed in Chapters 8 and 17, Weinrich in Chapter 17.
L. Anderson, ed., International Encyclopedia of Teaching and Teacher Education. (London: Pergamon Press, 1995) s.v. “Teachers as Artists,” by S. Delamont.
William James. Talks to Teachers on Psychology and to Students on Some of Life’s Ideals. (Mineola, N.Y.: Dover, 1962) 3.
Ibid., 3–4.
Ibid., 34.
Ibid., 55.
Ibid., 3.
James must certainly be considered one of the most influential thinkers of his times, not only in his field of psychology, but in a variety of other areas in which he was also highly active, including philosophy, the study of religious experience and education. One of his students whose thinking and life he profoundly affected was John Dewey.
Dewey was not only one of the most prominent educators of the 20th century in the United States, but his writings have continued to play an important role in Europe as well. A sign of his continued relevance in Germany can be found in the activities of the international Dewey Center at the University of Cologne . https://www.hf.uni-koeln.de/30446 .
John Dewey, Art and Experience. (New York: G.P. Putnam’s Sons, 1934/1980), 50.
Ibid., 51.
Ibid., 27.
John Dewey, foreword to The Unfolding of Artistic Activity: Its Basis, Processes and Implications. by Henry Schaefer-Simmern (Berkeley: University of California Press, 1948), ix-x.
Jim Garrison. Dewey and Eros: Wisdom and Desire in the Art of Teaching. (New York: Teachers College Press, 1997) 86–125.
Dewey 1934/1980, 347.
Ibid., 348–349.
Garrison 1997, 96–101.
Lawrence Stenhouse, “What Counts as Research,” chap. in Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse. Eds. Jean Rudduck and David Hopkins (London: Heinemann Educational Books, 1985) 15–16.
Stenhouse, “The Psycho-Statistical Paradigm and its Limitations 2,” chap. in Stenhouse 1985, 28.
Stenhouse, “Defining the Curriculum Problem,” chap. in Stenhouse 1985, 69.
Stenhouse, “Curriculum as the Medium for Learning the Art of Teaching,” chap. in Stenhouse 1985, 96–97.
Stenhouse, “Curriculum Research, Artistry and Teaching,” chap. in Stenhouse 1985, 110.
Ibid.
Stenhouse, “Research as a Basis for Teaching,” chap. in Stenhouse 1985, 123–124.
Ibid.
L. Lessinger, & D.Gillis. Teaching as a Performing Art. (Dallas, TX: Crescendo Publications, 1976) and W.M. Timpson, & D.N. Tobin. Teaching as Performing: A Guide To Energizing Your Public Presentation. (Englewood Cliffs, NJ: Prentice Hall, 1982).
These programs will be examined in Chapter 10.
The best introduction to Stanislavski’s methods is offered in his classic book: Constantin Stanislavski. An Actor Prepares. Trans. Elizabeth Reynolds Hapgood (New York: Theatre Arts, 1936/1989).
Robert Travers & Jacqueline Dillon. The Making of a Teacher: A Plan for Professional Self-Development. (New York: Macmillan, 1975) 31.
Ibid., 27–28.
Ibid., 41.
Ibid.
Ibid.
Louis J. Rubin. Artistry in Teaching. (New York: Random House, 1985) 5.
Ibid., 5–6.
Ibid.,15–16.
Ibid.,15.
Ibid.,17.
Ibid.
Ibid., 34.
Ibid., 41–42.
Susanne Langer, Mind: An Essay on Human Feelings, 2 vols. (Baltimore: Johns Hopkins UP, 1967), vol I, pp.222–228 are quoted in Rubin (1985) 40.
Rubin 1985, 78.
Ibid., 77.
Ibid., 79.
Seymour B. Sarason. Teaching as a Performing Art. (New York: Teachers College Press, 1999) 3–8, 164–168.
Ibid., 6.
Ibid., 5.
Ibid., 13–14.
Ibid., 36.
Ibid., 43.
Ibid., 48.
Ibid., 54.
Ibid., 165.
Ibid., 146–147.
Ibid., 166.
Sawyer’s more recent work has also been mentioned in the introduction to the 2nd edition.
Keith Sawyer, “Creative Teaching: Collaborative Discussion as Disciplined Improvisation,” Educational Researcher. Vol. 33, no.2, (March 2004) 13.
Ibid., 14.
Ibid.
Ibid., 16–17.
Ibid., 18–19.
Louis G. Kelly. 25 Centuries of Language Teaching. (Rowley, MA: Newbury House, 1969) 396.
Katie Head &Pauline Taylor, Readings in Teacher Development. (Oxford: Heinemann, 1997) 9.
Jack C. Richards & Thomas S.C. Farrell, Professional Development for Language Teachers: Strategies for Teacher Learning. (Cambridge: Cambridge UP, 2005) 3.
Henry Widdowson. Aspects of Language Teaching. (Oxford: Oxford UP, 1990) 62.
Richards & Farrell 2005, 4.
Adrian Underhill, “Training, Development and Teacher Education,” in Teacher Development Newsletter 9, 4, quoted in Head & Taylor 1997, 10.
Christoph Edelhoff, “Lehrerfortbildung in Deutschland: Instrument zur Veränderung der Schule oder Service-Einrichtung für Schulen und Lehrer?” Fremdsprache Deutsch. Sondernummer 1999, Lehrerfortbildung, 34.
Legutke 1999, 7.
Ibid., 8
Ulrich Hermann & Herbert Hertramph, “Ein neues Berufsbild: gelernter Lehrer,” chap. III in Wie lernen Lehrer ihren Beruf? Empirische Befunde und praktische Vorschläge. (Weinheim: Beltz, 2002) 148.
Richards & Farrell 2005, 23–25.
Ibid., 1–21.
Edelhoff 1999, 34.
Albert Glaap, “Perspektiven der Neuorientierung und Kanonbildung für den Englischunterricht” chap. in Anglistik Heute: Perspektiven für die Lehrerfortbildung (Frankfurt: Scriptor, 1990) 8.
C.T. Patrick Diamond, Teacher Education as Transformation: A Psychological Perspective. (Buckingham: Open UP, 1991) 47.
Widdowson 1990, 65.
Legutke 1999, 7.
The striking lack of empirical research on the effects of both pre-service and in-service teacher education has consistently been viewed as highly problematic with respect to instituting change at different educational levels, ranging from schools to universities. This problem has been clearly delineated in an Anglo-American context by Tedick 2005, 10–11 and in Germany by Schocker-v. Ditfurth 2001, 33–34.
Jack C. Richards & Thomas S. C. Farrell. Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge UP, 2005, 9–10.
Tarone & Allwright 2005, 27.
Edelhoff 1999, 36.
Ibid.
Legutke 1999, 8.
This is a point which has been consistently stressed in the literature on teacher education. It has been well-documented by both Ditfurth 2001, 35–36, as well as by V. Richardson in “Teacher Change,” chap. in Handbook of Research on Teaching. 4th ed. Ed. Virginia Richardson. (Washington, D.C.: Educational Research Association, 2001) 914–916.
Richardson 2001, 906.
Sarrason 1999, 62.
Donald A. Schön, Educating the Reflective Practitioner. (San Francisco: Jossey-Bass, an Imprint of Wiley, 1987).
Richardson 2001, 906.
Michael Huberman, “The Professional Life Cycle of Teachers,” Teachers College Record 91 (1) (1989): 31–58.
Tedick 2005, 54.
G. Kelchtermanns & R. Vandenberghe, “Teachers’ Professional Development: A Biographical Perspective,” Journal of Curriculum Studies 26 (1) (1994): 45–62.
Sarason 1999, 63.
Ibid.
The widespread problem of teacher burn-out has continued to remain a critical issue. I have discussed different approaches to this phenomenon in the context of a chapter in a book focusing on the role of the teacher’s personality: “Gedanken zur Lehrerbildung in einer verunsicherten Zeit.” In Edwin Hübner & Leonhard Weiss (eds.), Personalität in Schule und Lehrerbildung: Perspektiven in Zeiten der Ökonomisierung und Digitalisierung, Opladen, Berlin, Toronto: Budrich, 2015, 379–386.
Uwe Schaardschmidt (ed.), Psychische Gesundheit im Lehrerberuf – Analyse eines veränderungsbedürftigen Zustandes. (Weinheim: Beltz 2004).
Ibid., 141–144.
Ibid., 47–50.
Ibid., 72–87.
Ibid., 17.
Ibid., 154.
Ibid.
Wolfgang Hagemann, Burn Out bei Lehrern – Ursachen, Hilfen, Therapien. (Munich: C. H. Beck, 2003) 282–283.
Ibid., 97.
The intensive weekend clowning workshops at the Institut für Waldorfpädagogik in Witten-Annen, starting on Friday evening and going through Sunday afternoon were the one exception. There was no further program or courses offered during these weekends outside of clowning.
The Baltic Seminar was a three year in-service program for Steiner School foreign language teachers in the Baltic region and Russia, set up in the form of sequential block courses each lasting three weeks. They were designed for teachers who had had previous training as language teachers, but little or no experience in Steiner education. There were three such courses per year, each held at a different location.
Since 2019, Norman Skillen has been a member of the faculty at the Freie Hochschule Stuttgart..
Since the first edition of this book, the English Week has continued to grow and flourish. In the meantime, there are regularly particpants from outside of Europe as well. Each year has a different theme and over the years there have been many new guest lecturers and guest artists, however the underlying concept and the timetable are in fundamental respects, quite similar to when the first edition was published.
Sarah Kupke, Doris Lüdicke, and Gertrud Bäumer, “English Week for German Waldorf Teachers,” Forum for Language Teachers at Rudolf Steiner (Waldorf) Schools (1998): 19–25. Dorothea Löfler, “Fostering the Artist in the Language Teacher,” Forum for Language Teachers at Rudolf Steiner (Waldorf) Schools (1999) 95. Martyn Rawson, “Die Sprache tanzen lassen,” Erziehungskunst 4 (April 2001): 408–413. Nicholas Dodwell, “English Week,” Erziehungskunst: Zeitschrift zur Pädagogik Rudolf Steiners 2 (Feb. 2003): 202.
In the meantime, most of the full time teaching seminars for Waldorf language teachers in Germany offer workshops in clowning and storytelling for language teachers, in the context of both pre-service and in-service education.
Dodwell 2003, 202.
Robert McNeer. “Teachers Learn Stage Presence and Poetry Speaking, or Eternity’s Sunrise.” Humanising Language Teaching 5 (1), January 2003, available online at (last accessed on 23.07.2021) http://old.hltmag.co.uk/jan03/sart7.htm. ---. “The Shape of Intuition.” Humanising Language Teaching 6 (2), March 2004, available online at (last accessed on 23.07.2021) http://old.hltmag.co.uk/mar04/mart3.htm. Catherine Bryden. “The Heart of Clowning” Humansing Language Teaching 7 (3) March 2005, available online at (last accessed on 09.09. 2021) http://old.hltmag.co.uk/mar05/mart06.htm
In the context of summer conferences organized by Pilgrims in Canterbury, UK, some of the instructors in the English Week have been asked to give their artistic workshops.
Despite different variations and innovations which have been introduced over the last 16 years, the general framework has remained quite consistent.
In the meantime, there are also workshops in creative writing which are offered.
However, there have occasionally been cases over the years where an individual participant has asked to switch groups after the first or second day, because the level of trust in the course leader and/or the group which was perceived by the participant to be necessary for this kind of work had not been established.
Robert McNeer, e-mail correspondence, May 8, 2005.
McNeer, “The Artist Within: Developing Stage Presence in Public Speaking,” unpublished manuscript.
Kupke 1998, 23.
See note 197.
Ibid.
Löfler 1999, 95.
Kupke 1998, 23.
See note 197.
McNeer has written an illuminating article (see note 5) in which he describes his internal thoughts and perceptions while having worked with a participant on a Blake poem during the English Week 2002: “Teachers Learn Stage Presence and Poetry Speaking, or Eternity’s Sunrise.” Humanising Language Teaching 5 (1), January 2003, available online at (last accessed on 23.07.2021) http://old.hltmag.co.uk/jan03/sart7.htm.
Robert McNeer, “The Frayed Edges of Imagination,” unpublished manuscript of a speech given at the English Week November, 2004.
Vivian Gladwell, “Le travail du clown: un outil de formation pour les enseignants en langue de specialite.” (M.Phil.Universités De Bordeaux II, Toulouse I, Montepllier III, 1995).
Marita Schocker-v. Ditfurth, Forschendes Lernen in der fremdsprachlichen Lehrerbildung: Grundlagen, Erfahrungen, Perspektiven. (Tübingen: Gunter Narr, 2001) 32–34. Donald Freeman, “The Unstudied Problem: Research on Teacher Learning in Language Teaching,” in Teacher Learning in Language Teaching. Eds. Donald Freeman & Jack Richards (Cambridge: Cambridge UP, 1996) 351–378.
Irving Seidman, Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. (New York: Teachers College Press, 1998) 43.
Ibid., 11–13.
Norman Denzin, “The Art and Politics of Interpretation,” in Denzin & Y.S. Lincoln (eds.), Handbook of Qualitative Research ( London: Sage, 1994) 505.
Clifford Geertz, “Thick Description: Toward an Interpretive Theory of Culture,” chap. 1 in The Interpretation of Cultures: Selected Essays by Clifford Geertz. (New York: Basic Books, 1973) 16.
Ibid., 28.
Norman Denzin, The Research Act. 3rd ed., (Englewood Cliffs: Prentice Hall, 1989) 246.
Adrian Holliday, Doing and Writing Qualitative Research. (London: Sage, 2002) 52–56.
Seidman 1998, 26.
David Hopkins, A Teacher’s Guide to Classroom Research. 3rd ed., (Berkshire: Open UP, 2002) 53.
Holliday 2002, 34.
Hopkins 2002, 58–59. Nunan 1992, 13.
Jacques Lecoq, The Moving Body: Teaching Creative Theatre. (London: Routledge, 2002)
Vivian Gladwell, interview by author, 20 March 2005, Castel-Magnoc, written protocol, 2.
Carl Rogers, “The Person in Process,” chap. 12 in The Carl Rogers Reader. Ed. Howard Kirschenbaum & Valerie Land Henderson (Boston: Houghton Mifflin, 1989) 175.
Ibid., 176.
Carl Rogers, On Becoming a Person: A Therapist’s View of Psychotherapy. (Boston: Houghton Mifflin, 1995) 50.
Gladwell, (interview 20 March), 5.
David Wheeler. “Discover Your Clown Within.” The General Practitioner Journal, Sept. 2001, available online at (last accessed on 25.07.21) https://www.nosetonose.info/articles/davidwheelerarticle.htm
Ibid.
Ibid.
Rod Leiper. “Serious Clowning.” Interview by Vivian Gladwell, 2004, available online at (last accessed on 24.07.2021) https://www.nosetonose.info/articles/leiper.htm.
Ibid.
Jean Pierre Bonange, “Le clown et l’imaginaire,” Practiques corporelles n°113. (Dec. 1996), adapted and trans. by Vivian Gladwell, available online at (last accessed on 22.07.21): www.nosetonose.info/articles/jbarticle.htm .
Chris Seeley, Clowning & Deep Ecology: The Clown as Social Activist or a Manifesto for Social Change Through Play and Joy. (December 2004), unpublished manuscript sent to author, 2.
Ibid., 2–3.
Ibid., 5.
Ibid., 5–6.
In order to guarantee the anonymity of the respondents when quoting what they wrote, I have adopted a coding system using initials. As it is relevant to know when the participants took a course (or courses), and in what context, I have included this information along with indicating their gender as (m) or (f).
Legutke 1999, 8.
There is an enormous body of literature which addresses different aspects of these psycho-physical connections. In this context, the seminal works of F.M. Alexander and Moshe Feldenkrais are particularly relevant.
D.W. Winnicott, Playing and Reality. (London: Tavistock, 1971) quoted in Stephen Nachmanovich, Free Play: Improvisation in Life and Art. (New York: Tarcher/Putnam, 1990) 50.
Nachmanovich 1990, 43.
Peter Brook, The Open Door: Thoughts on Acting and Theatre. (New York: Theatre Communications Group/Pantheon Books, 1995), 22–23.
Brook 1995, 24.
Nina Bull, The Attitude Theory of Emotion. (New York: Nervous and Mental Disease Monograph, no.81, Coolidge Foundations Publishers, 1951).
Ibid., 86.
Ibid., 4.
Paul Ekman, “Basic Emotions,” chap. 3 in Handbook of Cognition and Emotion, ed. T. Dalgleish and M. Power (Sussex, U.K.: John Wiley & Sons, 1999) available online at (last accessed on 23.07.2021), https://www.paulekman.com/wp-content/uploads/2013/07/Facial-Expression-And-Emotion1.pdf .
Ekman, “Facial Expression and Emotion” American Psychologist vol. 48, no.4 (April 1993): available online at (last accessed on 23.07.2021): www.paulekman.com/wp-content/uploads/2013/07/Basic-Emotions.pdf .
Harald Rugg, Imagination. (New York, Harper & Row, 1963) 63.
Ibid., 63–64.
Martin Heidegger, “Der Wille zur Macht als Kunst,” in Nietzsche vol. I (Pfullingen: Gunter Neske, 1961) 118.
Friedrich Nietzsche, Der Wille zur Macht. Bk. 2, no.314, (Stuttgart: Alfred Kröner, 1964) 217.
S. Bosbach, J. Cole, W. Prinz, & G. Knoblich, “Inferring Another’s Expectation from Action: The Role of Peripheral Sensation.” Nature Neuroscience 8, 2005, 1295–1297, available online at (last accessed on 28.07.2021) https://doi.org/10.1038/nn1535.
V.S. Ramachandran, “Mirror Neurons and Imitation Learning as the Great Driving Force behind the Great Leap Forward in Evolution.” Edge 69, June 2000, available online at (last accessed on 24.07.2021) https://www.edge.org/conversation/mirror-neurons-and-imitation-learning-as-the-driving-force-behind-the-great-leap-forward-in-human-evolution.
The seminal figures in the field of linguistic-kinesic research who advanced a new understanding of the dynamic interactional processes going on between speaker and listener on the level of unconscious micro-kinesic movements are Ray L. Birdwhistell and William S. Condon. Birdwhistell’s book, Kinesics and Context: Essays on Body Motion Communication. (Philadelphia: University of Pennsylvania Press, 1970) remains a good introduction to this field. I extensively discussed this research with respect to its significance for language acquisition in my book Der Sprachsinn which was first published in 1996. A second edition was published in 2017.
M. Merleau-Ponty, Phenomenology of Perception. Trans. Colin Smith (London: Routledge & Kegan Paul, 1962) 185.
M. Merleau Ponty, “The Child’s Relations with Others,” trans. William Cobb, in The Primacy of Perception. Ed. James Edie (Evanston: Northwestern UP, 1964) 118.
Maurice Merleau-Ponty, “Eye and Mind,” trans. William Cobb, in The Primacy of Perception. Ed. James Edie (Evanston: Northwestern UP, 1964), 160–61.
Alan Maley, “Finding the Centre,” The Teacher Trainer vol. 7 no.3, (1993): 14–15.
Ibid.
Albert Camus, Notebooks:1935–1942. (New York: Marlowe, 1996) 13–14.
Carl Rogers, “The Interpersonal Relationship in the Facilitation of Learning.” chap. 21 in The Carl Rogers Reader. (1989) 306.
Ibid.
Adrian Underhill, “Confidence in Class,” Teacher Development Newsletter 4, 9, quoted in Head & Taylor (1997), 48.
Ibid.
Bonange 1996, 2, 4.
Merleau-Ponty 1964, 160–161.
John Dewey, Ethics: The Later Works 1925–1954. Vol.7 (Carbondale: Southern Illinois UP, 1985) 270.
Ibid.
Garrison 1997, 45.
Ibid., 47.
Ibid.
Nel Noddings, “The Caring Teacher,” chap. 7 in Handbook of Research on Teaching. Ed. Richardson, 2001, 99–100.
Ibid., 100.
The significance of this relation has also been extensively and illuminatingly addressed in the writings of the psychologist Viktor Frankl. Frankl’s concept of Logotherapy was based on the idea that self-actualization or self-realization is dependent on self‐transcendence. He writes, “The more one forgets himself – by giving himself to a cause to serve or another person to love – the more human he is and the more he actualizes himself. What is called self-actualization is not an attainable aim at all, for the simple reason that the more one would strive for it, the more he would miss it. In other words, self-actualization is possible only as a side-effect of self-transcendence.” Viktor Frankl, “Logotherapy in a Nutshell.” chap. in Man’s Search for Meaning. (New York: Pocket Books, 1959) 133.
John Holt, How Children Fail