Fishing for Phronesis: A Search for Tacit Knowledge in Technical Theatre Education

Abstract

Daniel Persse Abstract Fishing for Phronesis: A Search for Tacit Knowledge in Technical Theatre Education This study examines the relationship between experiential learning, reflective practice and tacit knowledge in the context of technical theatre education. The study confirms that the relationship between experiential learning and reflective practice is crucial to tacit knowledge creation. The findings that emerge suggest that phronesis (the practical knowledge of doing) is a pivotal concept, that may be learned indirectly through reflective storytelling, reflection-in-action and reflection-on-action. Findings also point to reflection prior-to-action, a concept that is developed in this study to complement Schön’s (1983) concepts of ‘reflection-in-action’ and ‘reflection-on-action’. Arising from the data was the finding that tacit learning had a significant emotional aspect for the participants of the study. This dissertation is informed by a qualitative process that employed Reflective Practice methodology. A diversity of methods was used under the Reflective Practice methodology umbrella and these included; questionnaires, interviews, meta-reflective processes, thinkaloud protocol and a reflective researcher’s journal. A model emerges from the research that incorporates emotional learning and reflective practice through a storytelling paradigm. The ‘Streams and Rapids’ model is the culmination of an analysis process including meta-analysis of a research question, visual and tactile coding – with an emphasis on imagery and metaphor. The ‘Streams and Rapids model’ suggests that the learning process may be rapid and is supported by reflection-prior-to-action and sustaining habits. This dissertation is written in the context of technical theatre education and there are historical, reflective and anecdotal references to the activity of technical theatre. Consistent with the proposals of the study and the nature of theatre as its subject, the storytelling paradigm is sometimes invoked through a creative writing style and reference to works of fictional literature.