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This dissertation is a philosophical analysis of the language of dance education. In particular the writer analyses the relation between language and body understanding. The Introduction presents an initial metaphor of consciousness as "world". The dance classroom is characterized as a space for the negotiation of the worlds of the students and teachers. The negotiation is political with unequal distribution of influence over the formation of the classroom world, such negotiation ordinarily favoring the teacher's world. Berger and Luckmann and Rorty are major sources for the analysis. Chapter One relates language to the formation of consciousness. Language functions to prevent us from knowing the world and enables us to come to know the world. Language is characterized as metaphorical, as a set of conflicting languages vying for social ascension and as incorporating a set of dialectical relationships. The individual consciousness is understood to be, at base, socially constructed. Nietzsche, Gadamer, Bakhtin and Jacoby are cited.
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