Contraction and release: relation movements between students - parents – teachers

This article presents the findings of an ongoing research, which explores the role of the relationships between students, parents and teachers, as a factor that influences students’ transition to a higher stage of development of their personality. The research is based on the implementation of experiential workshops in groups of teachers and parents, utilizing dance artworks, which aim to activate the critical reflection of the participants regarding factors that influence these relationships, such as space, time and the rhythm at which learning takes place. In order to achieve the above objectives, the theories of Robert Kegan, Jack Mezirow and Carl Rogers are mainly utilized. From the findings so far, it becomes apparent that the way in which space, time and rhythm at which informal learning takes place within the family environment, influence the children’s transition to a higher stage of consciousness, the formation of their identity and indirectly their attitude towards the school institution.