The Eternal Flower of the Child: the Recognition of Childhood in Zeami's Educational Theory of "Noh" Theatre

Autor/in	Kenklies, Karsten
Titel	The Eternal Flower of the Child: the Recognition of Childhood in Zeami's Educational Theory of "Noh" Theatre
Quelle	In: Educational Philosophy and Theory, 51 (2019) 12, S.1227-1236 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1533463
Schlagwörter	Educational Theories; Theater Arts; Children; Educational History; Educational Anthropology; Ethnocentrism; Developmental Stages + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Theaterwissenschaft; Child; Kind; Kinder; History of education; Bildungsgeschichte; Pädagogische Anthropologie; Ethnozentrismus
Abstract	European theorists of childhood still tend to locate the first positive acknowledgements of childhood as a human developmental period in its own positive right between the 16th and 18th century in Europe. Even though the findings of Ariès have been constantly challenged, it still remains a commonplace, especially within the history of education, to refer to Jean-Jacques Rousseau of the 18th century as one of the earliest and most prominent conceptualisers of childhood as a positive period that must not be evaluated in the light of its distance to adulthood but for its inherent value as an important and unmissable period of human life. Such a view is as unhistorical as it is biased and eurocentred. This article endeavours to shed at least a small light on the history of education and of childhood outwith the usual focus. The central objects of examination are the theoretical treatises of Zeami Motokiyo regarding the Noh theatre which have long been recognised as one of the great cultural achievements of humankind. Despite their acknowledged importance, theorists of education have hardly engaged with these treatises even though they present us with a whole theory of education that also embraces a very original and positive theory of childhood. Given that the treatises originate from the 14th-early 15th century, they pre-date everything the typical Western History of Education would bring forth as the beginning of a positive childhood and a pedagogy that acts accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01