Psychodramatic Techniques in Education: A Dynamic Approach to Learning

The traditional approach to education has undergone a transformation in line with constructivist theory. Students are now seen as active participants in the process of knowledge construction through content exploration. Psychodrama, through the application of techniques, offers a method that can facilitate discovery-based learning. This chapter has two main objectives: (a) to present various psychodramatic techniques in education, and (b) to introduce the Theory of Learning Scenarios to contextualize the use of these techniques as a learning method. First, the chapter introduces techniques such as psychodramatic images planned by both teachers and students, spontaneous psychodramatic images, role-playing planned by teachers and students, spontaneous role-playing, and artistic expression techniques. Each technique is accompanied by an example or vignette to illustrate its application. Second, drawing upon the Theory of Learning Scenarios, the chapter provides theoretical and methodological guidance for the use of these techniques, integrating them with a dynamic and three-dimensional approach to learning. The integration of grouping (individual, pair, small group, and large group), learning components (cognitive vs. behavioral), and the significance of the content (personal vs. impersonal) results in sixteen applications and four distinct scenarios: personal-behavior, impersonal-behavior, personal-cognitive and impersonal-cognitive. In conclusion, this chapter serves to introduce readers to various psychodramatic techniques specific to education and offers a theoretical and practical integration of these techniques in the Theory of Learning Scenarios.