Das „performative Spiel“ als didaktischer Weg zur Körperlichkeit des Kindes in der Sekundarstufe I : Das „performative Spiel“ als ein didaktischer Weg zur Körperlichkeit des Heranwachsenden

According to Adamovsky (2000) playing is a way to grasp information and to understand it by realizing its corporal and experiental aspects. This idea can be described as a performative perspective on play. According to Donald W. Winnicott (1970) playing is located in an intermediate area of phenomena of transition and transition objects thatcombine an individual with his/her surroundings. In this area a symbolicalorder is displayed which creates the experiences in the arts, imagination, and also in science. Thus, culture is understood as an amplification of playing interms of an objectification as a cultural experience.This means that playing can be ciphered out as learning when it realizes the corporal and experientalaspects of information and symbolical orders. Acting in terms of playing is not at first subject to moral or ethical rules. Agreements and rules are moreoverput up during the performative play. Then, differences at hand get a new validity structuring the play (Bateson 1972) and producing “new orders ofassociations and relations” (Sutton-Smith 2001). According to Richard Sennett(1974), rules can be read as a protection for individual leeways, becauseimpossible and possible options are clearly marked out. This is the ground fora “perspective taking“ (Flavell 1975), “to act in between identities“(Schechner 1990), for “projections of the ‘I on the ‘Non-I’, on “experiences onthe ‘extraneous’” (Waldenfels 1990) as intersubjective processes in playing(cf. Bateson 1972). Varying concepts of role-taking and lifestyle (Moor 1971) can be acted out as well as models of the individual corporality