Dancing with the Other

In this practical dance workshop, modeled on case studies with school children and pre-service teachers, we explore the similar nature of dance and education: as acts of transgression and change, and as efforts to enter into dialogue with the world – John Dewey’s pragmatic as well as Gert Biesta’s post-structuralist view on education. Applying Susan Stinson’s dance teaching method, we explore the basic elements of creative dance: body, space, time and force. No previous experience needed, improvising and composing, we draw on the participants’ imagination of movement and power of initiative, dancing in an educational setting and probing what knowledge, abilities, and attitudes we gain from this. As world-wide conference attendees, we thus explore the possible relevance of an art form such as creative dance in everyday school life, as a mode of aesthetic experiencing, and as a way of building ethically charged relationships facing each other’s otherness, thus attending to issues of democracy and coexistence in an urging global society. We highlight education’s aesthetic, ethical, relational and existential dimensions in a challenging world calling upon us, as teenage learners around the world massively and urgingly do, for dialogue, with the world, materially and socially, for survival.

Dance/art as Experience, Aesthetic Literacy, Aesthetics and Ethics in Education

Pedagogy and Curriculum

Workshop Presentation

  • Paul Moerman
    • Lecturer, Arts and Education, Södertörn University, Sweden Sweden
    • Paul Moerman, PhD student, university lecturer of Arts and Education, is an actor, dancer and literature translator, trained at the Academy of Dramatic Arts and the University of Dance and Circus in Stockholm, Södertörn University, Stockholm and the Master of Arts program at Valand Academy, University of Gothenburg. Formerly a civil engingeer and architect trained at Ghent University, Belgium, and the Royal Institute of Technology, Stockholm, working in Belgium, Sweden and the USA. Holding a Master in Pedagogy, he has along with his artistic carreer carried out a pedagogical carreer in drama, dance and writing, as independent artistic proficiences, as well as integrated in education and learning. He has designed a number of teaching and learning programs drawing on dance – Dancing Through the Alphabet, Dancing Math, Dancing Natural Sciences, as well as a program highlighting dance as an independent field of knowledge – Dancing and Becoming, Dancing with the Other. Intercultural and multilingual aspects of knowledge searching and meaning making are advocated in all programs. Paul's research field is in the intersection of arts and science, dance and education, querying ontological and epistemological issues, as well as the reciprocity of aesthetics and ethics in educational settings, and in shaping educational relationships.