摘要：Participant observation in places of actor training in Australia has identified instances of transformative actor training across a spectrum – from healthy learning cultures to cultish Master-Apprentice training.While cult-like abuse of power by teachers manifests as perhaps the most transparent mistreatment of student wellbeing, how do we address resistances in students to new learning experiences – what psychologist Robert Kegan and educator Lisa Lahey might describe as “immunity to change” – without undermining the student’s appropriate rights to self-care and respect? When is resistance apparently laziness and when is it a sign of something more that needs compassion and patience? How might both teachers and students participate together in meaning-making that respects the challenges of transformative change as crucial to embodied learning?
