Description
Abstract
Purpose: The article examines the issue of performative activity and decision-making as one of the important forms of cognitive regulation in higher education
Design/Methodology/Approach: The methodological approach is the performative theory of Christoph Wolff and the psychodrama theory of Jacob Levy Moreno, which involves the modeling of performance as a free and creative environment where the teacher and students work in the format of physical-emotional interaction to obtain a better result.
Findings: The findings of the study showed that the use of performance as a pedagogical and psychological technique implies a freer and more vital situation of knowledge production and skill formation. In this context, learning turns into a performative scene where participants are on the verge of learning academic knowledge and forming life experience. In particular, cognitive regulation of activity involves mimetic imitation of the performer through repetition and rehearsal, as well as the subsequent creation of one’s cognitive styles, suggesting the transformation of social reality outside the university. Decision-making in educational performance involves direct, bodily involvement in learning, forming responsibility and motivation.
Originality/Value: The originality of this study is that activity and decision-making as components of performance are effective methods of cognitive and metacognitive regulation, which changes the approach to learning as a space for creating social reality.
Keywords: performance, performative activity, decision-making, cognitive regulation, higher education.
