The Application of the Dramaturgical Approach in Teaching Classical Texts: Innovative Strategies for Teachers in Iran's Educational System

Document Type : Original Article

Authors

1 Ph.D in Philosophy of Education, Department of Education, Faculty of Education, University of Kharazmi, Tehran, Iran.

2 Associate Professor of Philosophy of Education, Kharazmi University, Tehran, Iran.

Abstract

In educational systems, the effective transmission of cultural heritage to new generations is one of the most significant challenges. Classical texts, as a key part of this heritage, embody not only literary values but also the cultural and historical identity of society. However, understanding and engaging with these texts, particularly for younger generations immersed in contemporary languages and cultures, requires the adoption of innovative educational approaches. This study employs the dramaturgical approach to examine the teacher's role as a dramaturge in teaching classical texts and analyzes how the principles of this approach can enhance the teaching and learning process. The research is qualitative and descriptive-analytical in nature, designed to explore and evaluate the effective use of classical texts in classrooms through a dramaturgical lens. The research methodology involves applying Frankena's deductive method to elucidate the application of the dramaturgical approach in the use of classical texts in classrooms, as well as to define the knowledge and skills required for this approach. The primary aim of this research is to propose strategies for localizing, rewriting, and effectively utilizing classical narratives to enhance students' understanding and connection with these texts. The findings indicate that adopting a dramaturgical approach can significantly improve students' ability to analyze, comprehend, and achieve conceptual coherence when engaging with classical texts. This study also presents practical strategies and exercises for effectively integrating classical texts into classroom instruction.

Keywords

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History

  • Receive Date: 27 October 2025
  • Revise Date: 04 December 2025
  • Accept Date: 14 February 2026
  • First Publish Date: 20 February 2026
  • Publish Date: 20 February 2026

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