Art as Unlearning makes an argument for art’s unlearning as a mannerist pedagogy. Art’s pedagogy facilitates a form of forgetfulness by extending what happens in the practice of the arts in their visual, auditory and performative forms. The concept of learning has become predominantly hijacked by foundational paradigms such as developmental narratives whose positivistic approach has limited the field of education to a narrow practice within the social sciences. This book moves away from these strictures by showing how the arts confirm that unlearning is not contingent on learning, but rather anticipates and avoids it. This book cites the experience and work of artists who, by unlearning the canon, have opened a diversity of possibilities by which we make and live the world. Moving beyond clichés of art’s teachability and what we have to learn through the arts, it advances a scenario where unlearning is uniquely presented to us by the diverse practices that we identify with the arts. The very notion of art as unlearning stems from and represents a fundamental critique of the constructivist pedagogies that have dominated arts education for over half a century. This book will be of great interest to academics, researchers and postgraduate students in the fields of education, philosophy of education, history of education, pedagogy of art and art education. It will also appeal to educators, art educators, and artists interested in the pedagogy of art.
This book presents John Dewey’s work as a claim to the human potentials found in experience, the imagination and the possibilities that emerge from our disposition towards liberty. It details Dewey’s work as a critical junction marked by the quandary of schooling and culture, and where learning is also positioned beyond the boundaries of educational institutions. The book first examines Dewey in his various contexts, influences and life experiences, including his relationship with Hegelian philosophy, Emersonian transcendentalism, Darwin’s method of scientific experimentation, and his deep bond with his first wife Alice Chipman and their work in the Laboratory School. It then revisits Dewey’s approach to politics and education within contemporary debates on education, learning and the School. This discussion takes stock of what does a diverse and plural society mean to us today, at a time that remains challenged by the politics of class, race, gender and sexuality. Dewey’s work has a profound bearing on our understanding of these challenges. Thus to read and talk Dewey is to engage with a conversation with Dewey the philosopher who poses an array of questions, ranging from the way we feel (aesthetics), behave (ethics), think (logic), live as a community (politics) and how we learn (education). In addition, the book also takes Dewey’s concept of experimentation into a discussion of unlearning and deschooling through the arts and aesthetics education. Offering a thought-provoking dialogue with Dewey’s philosophy, this book recognizes the contradictory nature of learning and extends it to the open horizons of experience. By way of discussing the various aspects of Dewey’s approach to organization, policy making and the relationship between education and business, it repositions Dewey in contemporary political and educational contexts, exploring the possibility for education to be free and yet rigorous enough to help us engage with forms of knowledge by which we negotiate and understand the world.
Originally published in 1996, Post-Marxist Marxism is a discussion of realism in a Post-Marxist context. The book argues that this discussion must take two simultaneous routes: recognizing deconstruction as the tool of enquiry to disentangle the insufficiency of contemporary answers in political philosophy and aesthetics, and reclaiming realism to move beyond the Post-Modernist tradition. To answer the issues of realism, the book revisits Lucacs' and Adorno's aesthetic questions, which in their different approaches prefigured the questions of the present. Central issues include totality; method; identarian and non-identarian dialects; the Enlightenment; and the end of Modernity.
Prompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.
Originally published in 1998, Easels of Utopia presents a discussion of art's duration and contingency within the avant garde's aesthetic parameters, which throughout this century have constructed, influenced, and informed our definitions of modernity. In this context the book reads Umberto Boccioni's Futurism as reminiscent of Thomist realism; proposes Caravaggism's historical relevance to the election of individuality in post-war realism; and draws the readers attention to the aesthetic implications in Carlo Carrà's metaphysical art and its reappraisal of the early Renaissance. Following a contextual analysis of the historic avant-garde in Part One, Part Two presents parallel discussions of Italian and British questions, articulated by the works of Marino Marini, Francis Bacon, Renato Guttuso and Stanley Spencer in their return to individuality within art's aesthetic construct. The author argues that this initiates a return to 'lost' beginnings where form seeks knowledge, content regains an ability to anarchize, and art recognizes its contingent condition.
In taking the critique of inclusion and entry as a first step, Art’s Way Out’s discussion of art, politics and learning aims to delineate what an exit pedagogy would look like: where culture is neither seen as a benign form of inclusion nor as a hegemonic veil by which we are all subscribed to the system via popularized forms of artistic and cultural immediacy. An exit pedagogy—as prefigured in what could be called art’s way out through the implements of negative recognition qua impasse—would not only avoid the all too facile symmetrical dualism between conservative and progressive, liberal and critical pedagogies, but also seek the continuous referral of such symmetries by setting them aside and look for a way out of the confined edifices of education and culture per se. An exit pedagogy seeks its way out by reasserting representation in the comedic, the jocular, and more effectively in the arts’ power of pausing, as that most effective way by which aesthetics comes to effect in its autonomist and radical essence. In this fluent, limpid, and scholarly work, Baldacchino examines, inter alia, the problem of empathy in relation to art as an event (or series of events), drawing upon a wide and rich range of sources to inform what in effect is his manifesto. With a profound understanding of its philosophical basis, Baldacchino unfolds his argument in an internally consistent and elegantly structured way. This is not a book to be ‘dipped into’, to do so would miss the development of Baldacchino’s philosophical position; like an art work itself, Art’s Way Out has coherent structure, and a complex, interrelation between form and content, reflecting an artist’s concern for getting things right. — Richard Hickman, Cambridge University Although art has a limitless capacity to take on myriad responsibilities, according to Baldacchino we also need to consider a ‘way out’ because only then will we understand how art goes beyond the “boundaries of possibility.” As he explains, “our way into reason also comes from an ability to move outside the limits that reasons sets”. This is the ‘exit pedagogy’ that he advocates. And here exit does not mean to leave, but rather to reach beyond, to extend and explore outside the borders we impose on learning, teaching, schooling and most forms of cultural agency. The need to embrace the capacity of art to cycle beyond the contingencies we impose on it also helps to clarify the limits of inclusive arguments for deploying art education for various individual, institutional, and socio-political ends: art as self expression, art as interdisciplinary method, art as culture industry, art as political culture, art as social justice and so on. This image invokes for me part of the legacy of Maxine Greene that Baldacchino revealed in his earlier text, Education Beyond Education (2009), when he explored her thesis of the social imagination, which is best, achieved when teaching becomes ‘reaching.’ What Art’s Way Out gives us is an exit strategy from the deadening tendency to ignore the enduring capacity of art to give life to learning, teaching and the very culture of our being. — Graeme Sullivan, Penn State University This is the sixth book authored by John Baldacchino, the other most recent books being Education Beyond Education. Self and the Imaginary in Maxine Greene’s Philosophy (2009) and Makings of the Sea: Journey, Doubt, and Nostalgia (2010). Currently Associate Dean at the School of Art & Design, University College Falmouth in England, he was full time member of faculty at Columbia University’s Teachers College in New York, Gray’s School of Art in Scotland and Warwick University in England. Front cover image: Monument to Marx / we should have spoken more (2009) by Mike Ting
Developing a theme in dialogue with Maxine Greene's philosophy, this book introduces the reader to what animates Greene's passionate work: the self and the imaginary. It illuminates how Greene empowers us all as learners of the possible, by identifying learning with the power of the imagination. Greene's work promises hope beyond the impasse that often occurs when learning is reified by educational systems. Education Beyond Education illustrates how Greene redefines the notion of the imaginary - and with it, that of the imagination - as that which expands the possibilities of learning beyond the boundaries by which education is often narrowly defined and practiced. Tracing Greene's key arguments, Education Beyond Education offers a strikingly original and empowering way to see and re-position education beyond its customary limits.
Makings of the Sea is an inquiry into the makings of the Mediterranean imagination in the 20th century, focusing on specific cases in the visual and performing arts, music and literature. It also questions a number of populist perceptions of the Mediterranean and its cultures. Following a thematic structure that falls broadly under the headings of journey, doubt and nostalgia, this is an essay on Mediterranean aesthetics.
This book offers a fresh analysis of constitutional, economic, demographic and cultural developments in the overseas territories of Britain, France, the Netherlands, Denmark, Spain, the United States, Australia and New Zealand. Ranging from Greenland to Gibraltar, the Falklands to the Faroes, and encompassing islands in the Atlantic, Pacific and Indian Oceans, and the Caribbean, these territories command attention because of their unique status, and for the ways that they occasionally become flashpoints for rival international claims, dubious financial activities, illegal migration and clashes between metropolitan and local mores. Connell and Aldrich argue that a negotiated dependency brings greater benefits to these territories than might independence.
A History of Interior Design tells the story of 6,000 years of domestic and public space. It’s an essential resource for students, professionals, and anyone interested in interior design, the decorative arts, architecture, and art history. It explores a broad range of styles and movements, weaving together a fascinating narrative from cave dwellings and temple architecture, through Gothic cathedrals and Islamic palaces, to modern skyscrapers and the retail spaces of the 21st-century. This fully updated fifth edition includes: More on the contributions of women designers and architects Additional coverage of furniture, product design, and decoration Numerous new examples of diverse modern styles from around the world Over 700 images, more than 300 of which are new or color replacements for black and white photos An extra final chapter focusing on the influence of the latest technology and current thinking on the importance of conservation and ethical sourcing
Ten percent of the world’s population lives on islands, but until now the place and space characteristics of islands in criminological theory have not been deeply considered. This book addresses issues of how, and by whom, crime is defined in island settings, informed by the distinctive social structures of their communities.
Reprint of the original, first published in 1871. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
This classic reference presents the history of interior design from prehistory to the present. Exploring a broad range of design styles and movements, this revised and expanded edition includes coverage of non-Western design and vernacular interior architecture and features 665 photographs and drawings (color and black-and-white). A History of Interior Design is an essential resource for practicing and aspiring professionals in interior design, art history, and architecture, and general readers interested in design and the decorative arts.
John Kretschmer is sailing's practical philosopher – as much a doer as a thinker. And that is the overarching theme of this chronicle of a sailing life. Often amusing, sometimes poignant, occasionally terrifying but always inspiring, his deeply personal account is a welcome reminder of the good life waiting at sea. With hundreds of thousands of nautical miles under his keel, John's adventures have taken him several times around the world, with challenging crossings of the Atlantic and the Pacific, a narrow escape from a coup in Yemen, an unlikely deliverance from a coral reef off Belize as well as more serene, introspective passages where trade winds are blowing and stories are flowing. His crew has included CEOs, actors, writers, teachers, kids – in essence, everyone. John's narrative is interwoven with practical tips and advice in seamanship, but also, and just as importantly, his hard-won insights about making the most of our lives. He truly believes we find out who we really are, and what we are capable of, far from the shackles of land, when we find a place where time changes shape – days may merge into one another, but minutes are memorable. To live adventurously is to live more fully, and that is the life John Kretschmer continues to live. In this book he shares his simple profundities that will inspire those who live to sail, and those seeking something more rewarding from life.
My dear Son:- We have learned that your Worthiness, forgetful of the high office with which you are invested, was present from the seventeenth to the twenty-second hour, four days ago, in the Gardens of John de Bichis, where there were several women of Siena, women wholly given over to worldly vanities. Your companion was one of your colleagues whom his years, if not the dignity of his office, ought to have reminded of his duty. We have heard that the dance was indulged in, in all wantonness. None of the allurements of love were lacking, and you conducted yourself in a wholly worldly manner. Shame forbids mention of all that took place, for not only the things themselves but their very names are unworthy of your rank. In order that your lust might be all the more unrestrained, the husbands, fathers, brothers and kinsmen of the young women and girls were not invited to be present. You and a few servants were the leaders and inspirers of this orgy. It is said that nothing is now talked of in Siena but your vanity which is the subject of universal ridicule. Certain it is that here at the baths, where churchmen and the laity are very numerous, your name is on every one's tongue.
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