2006 Volume 44 Pages 109-129
The present paper investigates how the course of theatre-making with ethnomethodology and conversation analysis could be incorporated into the undergraduate curriculum of educational studies, in order to make students acquire the clinical point of view. The clinical point of view is to see things not from one's own point of view but from, rather, “the actor's point of view.”
It seems that the improvised theatre-making with what I cal ethnomethodology and conversation analysis helps students to direct their attention to their own “seen but unnoticed” behaviors. Thus, they will come to understand how to gain the clinical point of view to see other people as well.
The paper will describe my experiences of teaching this method as a part of the educational studies curriculum.
