'But I knew better': Permeating the Correlationist Membrane in the Drama Classroom

There is an abundance of studies about engagement in the drama process changing directions in thinking. This paper explores how and why these changes happen. Primarily drawing on Hume's early studies about thought and thought processes, a model of 'dramatic fear' is proposed as a possible dynamic context for thinking in drama. The story of year ten student, Nina, illuminates the theoretical structure proposed as it unfolded in a GCSE drama lesson. Her story provides the context for a further exploration into Meillassoux's 'moments of unreason' whereby we catch glimpses of the 'thing in itself' and momentarily penetrate the correlationist membrane.

Key words: Hume, Meillassoux, archetype, fossil, moments of unreason, correlationism, drama, role