Integral Drama critically explores modern drama in the context of Indian aesthetics described in the Natyashastra and the vast, new interdisciplinary field of consciousness studies. It also focuses on how Indian theatre aesthetics has influenced modern drama theories and practice, and the extent to which this has promoted the development of higher consciousness in actors and audience. According to Indian aesthetics, rasa or aesthetic rapture is refers to bliss innate in the Self that manifests even in the absence of external sources of happiness. Overall, this book explores the relation between modern theatre and higher states of mind and demonstrates that one of the key purposes of theatre is to help the spectator experience the pure consciousness event described in consciousness studies by theorists such as Anna Bonshek, Ken Wilber, Robert K. C. Forman, Jonathan Shear, Daniel Meyer-Dinkgräfe, Ralph Yarrow and others. Integral Drama will appeal not only to drama theorists but also to teachers and students of acting, as well as an educated general audience interested in understanding the aesthetic experience of theatre. Integral Drama, moreover, can be used as a textbook for acting and drama theory classes and would also appeal to university and public libraries. The book serves as a bridge between the ideas and experiences long understood through Indian philosophy and the many questions raised by modern theatre studies.

Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices. An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person. Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.

This book challenges what are, for many people, deep-rooted expectations regarding the routine arming of police and compares jurisdictions in which police are routinely armed (Toronto, Canada and Brisbane, Australia) and those where police are not routinely armed (Manchester, England and Auckland, New Zealand). With a focus on Western jurisdictions and by examining a range of documentary, media and data sources, this book provides an evidence-based examination of the question: Do police really need guns? This book first provides detailed insight into the armed policing tradition and perceptions/expectations with respect to police and firearms. A range of theoretical concepts regarding policing, state power and the use of force is applied to an examination of what makes the police powerful. This is set against the minimum force tradition, which is typified by policing in England and Wales. Consideration is also given to the role played by key tropes and constructs of popular culture. Drawing on Surette’s model of symbolic reality, the book considers contrasting media traditions and the positioning of firearms within narrative arcs, especially the role of heroes. The book concludes by drawing together the key themes and findings, and considering the viability of retaining and/or moving towards non-routinely armed police.

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