Theatre of Learning

::new forms of sharing knowledge::

  • :: Theatre of Learning ::


    Our initial desire, as a possible “result” of our search was to stage a performance based on our main questions. However, as the process went on, we realised that putting up a performance (in its common and classical format of a theatre play) would be falling into the trap we are trying to escape. Creating a performance, where we would advocate our ideas on education, would possibly exclude the audience from a collective engagement in our search and hence create a similar stultification process that Jacotot described. We needed to search further.


    Searching further meant challenging the borders of a performance space, of interaction, of roles, by creating a border-free environment of creatively sharing knowledge. Aware to all what preceded through the history of education we arrived to extracting two of its main “choreographies” - the lesson and the conference. Giving ourselves the freedom to explore the density, limits and the flexibility of these two structures has brought us to what we call a Post-conference.


    stul·ti·fy (stŭl′tə-fī′)
    tr.v. stul·ti·fied, stul·ti·fy·ing, stul·ti·fies

    A term used in the English translation by Kristin Ross, meaning:
    a cause to lose enthusiasm and innitiative

    (1.) To cause to lose interest or feel dull and not alert;
    (2.) To render useless or ineffectual;
    (3.) To cause to appear stupid, inconsistent, or ridiculous;
    [Late Latin stultificāre, to make foolish : Latin stultus, foolish; see stel- in Indo-European roots + Latin -ficāre, -fy.]