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Baldacchino, John – Review of Education, Pedagogy & Cultural Studies, 2017
Maxine Greene's unique approach to education is primarily exciting because before she ever engages with teaching, or learning, or a school, or classroom, she engages with human beings who live in a society and who partake of its senses--the good, the bad, the beautiful, and the ugly. Before she engages in the mechanisms of education, she begins…
Descriptors: Aesthetics, Educational Philosophy, Painting (Visual Arts), Freedom
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Baldacchino, John – Studies in Philosophy and Education, 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…
Descriptors: Teaching Methods, Aesthetics, Art, Art Education
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Baldacchino, John – Studies in Philosophy and Education, 2013
Established scholarship in arts education is invariably related to theories of development founded on notions of multiple intelligence and experiential learning. Yet when contemporary arts practice is retraced on a philosophical horizon, one begins to engage with "other" cases for learning. This state of affairs reveals art's inherent paradox…
Descriptors: Experiential Learning, Art Education, Multiple Intelligences, Criticism
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Baldacchino, John – Educational Philosophy and Theory, 2011
This essay looks at the relationship between formative aesthetics, language and the historical anticipation that begins with Antonio Gramsci's discussion of Kant's idea of "noumenon". In Gramsci both education (as "formazione") and aesthetics stem from a concern for power in terms of the hegemonic relations that are inherent to history as a…
Descriptors: Aesthetics, Language, Education, Power Structure