Abstract
No sentient being stops learning, regardless of age. Learning equals adaptation, and adaptation is survival. Likewise, no collection of sentient beings ignores the role that learning plays in the foundation of a civil society. Without the capacity to learn a community cannot sustain itself, nor can it adapt to changing cultural circumstances.
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He does not teach his pupils his knowledge, but orders them to venture into the forest of things and signs, to say what they have seen and what they think of what they have seen, to verify it and have it verified.
—Jacques Rancière
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Notes
Jacque Rancière, The Emancipated Spectator (London and New York: Verso, 2009), 11.
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Jeffrey Ravel, The Contested Parterre: Public Theater and French Political Culture, 1680–1791 (Ithaca and London: Cornell University Press, 1999), 54.
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Clayton Lord, ed., Counting New Beans: Intrinsic Impact and the Value of Art (San Francisco: Theatre Bay Area, 2012), 73.
Patricia Martin, “Tipping the Culture: How Engaging Millennials Will Change Things” (Chicago: Litlamp Communications, 2010), 11.
Peggy Thoits and Lauren Virshup, “Me’s and We’s: Forms and Functions of Social Identities,” in Self and Identity: Fundamental Issues, eds., R. Ashmore and L. Jussim, 106–133 (Oxford: Oxford University Press, 1997).
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© 2013 Lynne Conner
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Conner, L. (2013). Building Audience Learning Communities. In: Audience Engagement and the Role of Arts Talk in the Digital Era. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137023926_5
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DOI: https://doi.org/10.1057/9781137023926_5
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-43838-9
Online ISBN: 978-1-137-02392-6
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