EXCESS. The dominant discourse of education is understood as the production of knowledge, beliefs, and values that ... For a critical art education, this requires interpreting and responding artistically or otherwise to the inextricable ...
Author: Kevin Tavin
This book concentrates on the deep historical, political, and institutional relationships between art, education, and excess. Going beyond field specific discourses of art history, art criticism, philosophy, and aesthetics, it explores how the concept of excess has been important and enduring from antiquity through contemporary art, and from early film through the newer interactive media. Examples considered throughout the book focus on disgust, grandiosity, sex, violence, horror, disfigurement, endurance, shock, abundance, and emptiness, and frames them all within an educational context. Together they provide theories and classificatory systems, historical and political interpretations of art and excess, examples of popular culture, and suggestions for the future of educational practice.
This inflation is not uncommon in art . T.J. Clark ( 1999 ) identifies it as “ the excess of reality , ” for which artists such as Caravaggio and Chardin tried to make amends by using a series of transitions from light to dark , focused ...
Author: John Baldacchino
Publisher: Peter Lang
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.
Author: United States. Office of EducationPublish On: 1917
Law is also a school showing a service to others in excess of its own cost of law majors , a fact which is readily ... value of the instruction contributed to education majors by other colleges , principally liberal arts and science .
Author: United States. Office of EducationPublish On: 1897
Office of Education. iz Pulladri t the same The Night School opened October 13 , 1890 , and closed March 13 , 1891. The number of pupils was 619 , being 81 in excess of the number for 1889–90 . The several divisions were as follows ...
be uncomfortable to the traditional versions of an education in-itself and its virtuous practitioners. ... This is most identified with the necessity of having nothing in excess in one's character, so that one is measured, ...
Author: N. Tubbs
This book argues for a modern version of liberal arts education, exploring first principles within the divine comedy of educational logic. By reforming the three philosophies of metaphysics, nature and ethics upon which liberal arts education is based, Tubbs offers a profound transatlantic philosophical and educational challenge to the subject.
In turn, philosophy of education is itself a (re)presentation of the becoming of Being, a 'realization' of freedom ... That which is with-held by the work of art, is the excess of meaning that spills over and is gathered by the teacher.
Author: Eduardo M. Duarte
Publisher: Springer Science & Business Media
“Education is not an art of putting sight into the eye that can already see, but one of turning the eye towards the proper gaze of Being. That’s what must be managed!” Plato insists. This claim is the take-off point for Eduardo Duarte’s meditations on the metaphysics and ontology of teaching and learning. In Being and Learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and Learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. As the late Reiner Schurmann described this method: “it recalls the ancient beginnings and it anticipates a new beginning, the possible rise of a new economy among things, words and actions.” Being and Learning is a work of parrhesia: a composition of free thought that disrupts the conventional practice of philosophy of education, and thereby open up gaps and spaces of possibility in the arrangement of words, concepts, and ideas in the field. With this work Eduardo Duarte is initiating new pathways of thinking about education.
Author: National Endowment for the ArtsPublish On: 1973
Matching project grants to professional symphony orchestras for artistic and administrative development , public service , touring , and educational projects . Grant Amounts : Orchestras with annual budgets of $ 100,000 or more but less ...
Bataille suggested that there is always the need to expend excess energy in a system and that the way a society 'wastes' this energy tells us much about the society. It might be through pleasure or it might be through war.
Author: Howard Thomas
Publisher: Cambridge University Press
Category: Business & Economics
Advocates for integrating liberal arts with management in a new undergraduate curriculum blending technical and analytic acumen with creativity, critical thinking, and ethical intelligence.
Author: United States. Office of EducationPublish On: 1972
Education Special Programs for Educational Personnel - Continued Legislation Program Who may apply How disbursed Federal share Office of Education ... Excess currency funds may be available for other foreign educational projects .
This is an impossible situation in education; e.g. critical studies in art is (a) to give pupils beliefs by which to ... We educate for a rational approach for many problems because the excess of unreasoned belief is one of the most ...
Author: Richard Hickman
Publisher: Intellect Books
This book reviews past practice and theory in critical studies and discusses various trends; some papers keenly advocate a re-conceptualisation of the whole subject area, while others describe aspects of current and past practice which exemplify the "symbiotic" relationship between practical studio work and critical engagement with visual form. Rod Taylor, who has done much to promote and develop critical studies in the UK, provides us with examples of classroom practice and gives us his more recent thoughts on fundamental issues – "universal themes" in art – and gives examples of how both primary and secondary schools might develop their teaching of art through attending to themes such as "identity," "myth," and "environments" to help "re-animate the practical curriculum." Although some of the discussion in this book centres on or arises from the English National curriculum, the issues are more global, and relevant to anyone involved in developing or delivering art curricula in schools. An American perspective is given in papers by George Geahigan and Paul Duncum. Geahigan outlines an approach to teaching about visual form which begins with students' personal responses and is developed through structured instruction. In Duncum’s vision of ‘visual culture art education’ sites such as theme parks and shopping malls are the focus of students' critical attention in schools; Nick Stanley gives a lucid account of just such an enterprise, giving practical examples of ways to engage students with this particular form of visual pleasure. This publication serves to highlight some of the more pressing issues of concern to art and design teachers in two aspects. Firstly it seeks to contextualise the development of critical studies, discussing its place in the general curriculum – possibly as a discrete subject – and secondly it examines different approaches to its teaching.