Abstract

This research aims to analyse Hegelian dialectical reasoning in ballet education in Thailand to understand the dynamics of power, discourse, and the roles of teachers and learners within Western-based learning systems. The study employed a qualitative research methodology, including document analysis and narrative interviews with three ballet teachers representing the three educational systems in Thailand: formal, non-formal, and informal education.

The findings reveal that ballet pedagogy in Thailand reflects a dialectical tension between discipline and freedom. In the formal education system, ballet often reproduces discourses of order and technical perfection. In contrast, the non-formal system emphasises career and competency development, while informal learning focuses on fostering self-awareness through mindful movement and self-directed learning. This shift transforms ballet from an art of control into an art of understanding life.

Analysed through the lens of Hegel’s dialectical framework, ballet learning appears to progress from Thesis (a system of order and hierarchy), through Antithesis (questioning authority and seeking liberation), toward Synthesis (integrating discipline with an awareness of the learning process). This progression leads to a new approach called “Living Learning,” which integrates the philosophy of lifelong learning into ballet pedagogy.

The study concludes with six key pedagogical recommendations: 1) creating reflective spaces for critical self-inquiry, 2) designing activities that nurture holistic development, 3) positioning teachers as facilitators of transformation, 4) fostering embodied awareness through body-mind integration, 5) applying formative assessment for continuous growth, and 6) building a trust-based learning culture. Collectively, these recommendations elevate ballet education to a genuine domain of lifelong, living learning.

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