The blended space between third and first person learning: drama, cognition and transfer

Abstract

This essay considers whether the neuroscientific concepts of conceptual blending (from cognitive linguistics) embodiment and analogy offer insights into why and how drama-based pedagogies strengthen classroom learning. Pilot writing samples from eight-and nine-year-old students suggest that conceptual blending is enhanced through drama-based instruction and that the process not only increases learning outcomes, but motivates to learn as well.

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