‘Child-centered Education’ expanded educational drama/theater education in the field of education, which became the dominant theoretical foundation. Educational drama/theatre education gained educational validity thanks to 'child-centered education'. In order to embrace various theatrical activities and properly understand the aspects of dramatic play, it is necessary to reconsider 'child-centered education'. One of the possible ways of reconsideration is to explore studies that view Rousseau's Emile, the source of 'child-centered education', from a different perspective. Studies exploring Emile from an pedagogical or political sociological perspectives attempt a new interpretation, with the intention of making an integrated interpretation of the whole process of Emile, rather than emphasizing any part of Emile. These studies differ in their emphasis, but they are similar in terms of the 'active thinking'. This fact shows that at least Emile is interpretable in other directions than child-centered education. If 'active thinking' is used as a theoretical framework for explaining the educational value of educational drama/theater education, various theatrical activities of educational drama/theater education can be explained and changed. The meaning of the rules and discipline of drama games can be explained, and 'sharing thoughts', which used to be at the level of sharing subjective thoughts, can conflict thoughts and change them to the level of expanding meaning. In order to properly explain and promote educational drama/theater education, 'child-centered education', which has been used as a dominant theoretical framework, needs to be explored along with a theory explaining the value of educational power.The interpretation of Emile is one of these attempts.