If pedagogy is the art of transmission, is there an art of transmitting pedagogy?
Is there a pedagogy for pedagogy?
Or a pedagogue of pedagogues?

These questions are at the roots of the field of pedagogic training and all its variations: teacher training, mentoring, pedagogic supervision, pedagogic consulting, pedagogic assistance.
In this phase of my life and career, the transmission of the Pedagogy of the Poetic Body has become crucial. Not just the training of theatre practitioners, but the spreading of the vital principles of this practice.
I like to call my teaching work pedagogic practice. All practices can be trained, developed, elaborated, criticized, rejected, unfolded, transformed, evolved… composted in order to nurture new practices.

In the learning of a pedagogic practice, there are several phases.

The first one is when you learn a particular art from a teacher or a practitioner. In the moment you’re learning that art you’re also learning the way in which this teacher is transmitting the art. There is a direct mimesis between the teacher and the learner: what you learn includes the way you have learnt. And this includes the particular style of your teacher. Sometimes even some of their personality traits.

The second level of learning happens when as a teacher, you decide to teach that particular art or that particular subject and you learn from yourself what and how you want to teach. You learn from your findings and from your errors. You learn from your intuitions and from your questions. You learn from your excitement and from your fear. And you learn form your students: from their findings and from their feedback. And, most of all, your learn from the work itself: the Muses of theatre are always there, breathing in your breath.

Another level of learning happens if you share the teaching with a colleague and you co-create the work. A two-mind, two-heart, two-body pedagogic sonata. Or a pedagogic chorus if you work in a team.

The further level happens when you look for guidance in a training field with an elder teacher, whose task is specifically to nurture your pedagogic practice: your technique, your skills, your vision, your style and your awareness of it. In a learning chorus with other teachers in training.

If you’re interested in developing your practice as a teacher, pedagogue or theatre educator, or as an educator who uses theatre in their practice, in this website you can find several resources that can nurture your pedagogic work.
Some workshops and training are planned in the upcoming months.
And there are two new texts in the writings session. One on the evolution of Helikos Pedagogy and the other on the infamous “Via Negativa”, an ancient philosophical term often misused in the context of theatre pedagogy.

I wish you great inspirations and the blooming of many new synapses in your beautiful poetic brain.