EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Fiction in Drama Education Offers Learning Opportunities for All - Philosophical Perspectives in Drama Education


In philosophy fiction poses deep problems. The existence of fictional objects is questionable and that makes it difficult to use the concept of truth in fiction. How can we understand fiction if we cannot make reasonable judgments about it? The philosophical theory I develop in my PhD research suggests that understanding fiction rests essentially on our ability to use words differently in different contexts. This means that fiction offers multiple ways to read with large scale of difficulty. In education it is a challenge to find a method that takes into account the different learning abilities of the pupils, especially of pupils with special needs. My goal is to show that using fiction in drama education helps in developing metacognitive skills in a way that takes into account all learners. Using the concept of truth in constructing understanding of fiction is in essential position. The fact that supports the conclusions of the present study is that people with Autism Spectrum Disorder (ASD) have difficulties in understanding fictional stories and in pretending. Pretense is often considered as a central characteristic of understanding fiction but people with ASD can engage in fiction when meanings are rigid like in mathematics. Thus it is not pretending but metarepresentation that is required. The scale of understanding fiction ranges from rigid understanding of meanings based on personal experiences to very abstract poetic use of language with endless references to other texts. Drama educational practices can offer all these and metacognitive abilities are in essential position.

Keywords: Drama educationfictiontruthunderstandinguse theory of meaninginclusion

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About this article

Published online: 30.08.2015
Pages: 325-336
Publisher: Future Academy
In: Volume 14, Issue 3
DOI: 10.15405/ejsbs.174
Online ISSN: 2301-2218
Article Type: Original Research
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