Examines what complexity theories might offer to drama and theatre education, as an alternative method of "mapping" and describing complex aesthetic experiences. Attempts to weave the complex "microworlds" of drama into the typical linear "scope and sequence" and "clock time" structures of the classroom.…

Suggests that theatre's capacity to educate is often overstated. Notes theatre created by and for teenagers is especially guilty of proselytizing. Argues the real danger is that the cumulative, subliminal message is that theater is medicine. Suggests that playwrights, directors, and artistic directors leave the education for the classroom and take…