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ERIC Number: EJ1039418
Record Type: Journal
Publication Date: 2014-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0039-3746
Art's False "Ease": Form, Meaning and a Problematic Pedagogy
Baldacchino, John
Studies in Philosophy and Education, v33 n4 p433-450 Jul 2014
This paper argues that in foregoing the questions that emerge from the dialectical relationship between "form" and "meaning", an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification--a false "ease"--where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art's false "ease" presents a tautology that presumes the relationship between the arts and learning on assumptions that force a false equivalence between (a) the perception of "implicit" causes that constitute a number of externalised artistic attributes (such as creative, critical, and intuitive forms of thinking and making) by which the arts are instrumentalised, and (b) a number of "desired effects" that are seen as being equal to the relative value that an arts subject (or discipline) commands in a perceived relationship with the world in terms of its use and therefore function. To counter this distortion this paper makes a case for a "pedagogical aesthetics" that would "unlearn"--and thereby "exit"--the educationalist tautology of art's false ease. While politically this would mean that the arts are recognized in their ability to think and act outside the traditional notion of schooling as a walled polis, philosophically this represents a challenge to move arts education away from the "spatial" concepts by which dialectical narratives, such as those of form and content, have been hitherto assumed as constructivist signifiers.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A