The Importance of Dance Education in Relation to the Need for Connection in a Post-Crisis World
Bibliographic record
Abstract
Dance is the physical expression of what our lives look like – they include a combination of steps, a rhythm of patterns, connections with people and a series of emotions. As educators, we are teaching students how to navigate adolescence and, by extension, how to live in the world. Dancer and religious scholar, Kimerer LaMothe stresses that there “is a dancer in each of us and a dance in everything we do” (LaMothe, 2015, p. 15). There is a crisis in dance education, as evidenced by the diminishing importance of programs in public education systems. This issue is not new, as Shirley Hoad posits how dance in provinces across Canada had been pushed aside and/or lumped together with physical education courses (Hoad, p. 46; 1990). Ann Dils (2007) reflected on a similar issue, questioning why dance was absent from schooling when there was significant evidence that children were better able to express themselves through movement than through traditional literacy instruction (Dils, 2007). Focusing on Hannah Arendt’s (1958a) theory of ‘worldlessness’, tells a cautionary tale of the potential dangers a loss of dance education would bring. This paper will conclude with Maxine Greene’s (1995) Releasing the Imagination and Arendt’s The Crisis in Education (1958b) to pose hope for the future of dance.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".