<시니어 브레인 파워 업> 무용 프로그램 설계구조와 역할

Abstract

Today education should not only focus on learning knowledge, acquiring skills, and socialisation, but also on psychological and cultural empathy that constitutes meaning for humans, and should emphasise helping them reflect on and change themselves accordingly. This change in perspective on meaning is the ultimate goal of what Mezirow, J. (1991) called transformative learning. Transformative learning through dance encourages learners to freely express their emotions and encourages autonomous behaviour in the absence of right and wrong without hav- ing to provide correct answers, so learners can have transformative experiences through spontaneous behaviour and new movement discovery based on move- ments that reflect their lives. This study is a follow-up study of this researcher who argued that transformative learning through dance brings about interpersonal empathy as an embodied understanding of shared empathy, and discusses the <Se- nior Brain Power Up> education program, a 20-week class for people in the Jeonju area aged 50-70, developed and implemented in 2023 to lead the formation of meaning in life to movement-based arts education. Therefore, this study aims to expand the meaning and practical knowledge of the adult transitional learning of the movement-based arts education program as follows. First, in order to provide a valid basis for establishing the foundation of the learn- ing structure of <Senior Brain Power Up>, it examines Mezirow, J.'s transformative learning theory and the discussion on neuroscientific cognitive development. Second, in order to expand to transformative learning, we examine the struc- tural framework of the learning structure, discuss the meaning of autonomy, cog- nitive development, and empathy in this program, and examine the relationship between them to present the structural framework of the learning structure. Third, based on Damasio's (1999) neurological theory of consciousness and emotion and Mezirow, J.'s theory, it examines the meaning of 'empathy' in the transformative learning of movement-based arts education through the intersub- jectivity section of <Senior Brain Power Up> and discuss the relationship between empathy-emotion-reflection for seniors' 'meaning formation'.