A Critical Introduction to What Is Art Education?

Jagodziński, Jan

doi:10.1057/978-1-137-48127-6_1

Cited by 2 publications

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“…Succinctly put: philosophy deals with concepts, science with physical formulas that apply to certain domains of the physical world, and art is concerned with percepts and affects. On another occasion (jagodzinski 2017), I have explored what these three areas mean to art and its education. I will not rehearse that argument here but to flag the last few pages in that book where they point, in both praise and critique, to François Laruelle's (2013) project of non‐philosophy or non‐standard philosophy, which basically attends to the ‘arrogance’ of philosophy in its claims to ontological truth.…”

Section: Non‐philosophy In a New Keymentioning

confidence: 99%

The Significance of Art Education for the Post‐Anthropocene: Non‐Philosophy in a Newer Key

jagodzinski

2024

Int J Art Design Ed

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This essay is a plea to art educators in what is a global climate in a permacrisis both politically and physically. This is a deliberate and persuasive provocation to reorientate art education to avoid a reiteration that is taking place when the 20th and 21st centuries are compared in relation to the striking changes that are taking place in relation to a qualitative shift in technologies and the phase change of the earth. I develop this provocation by first developing the relations between art, science and philosophy of the 20th century, and art educations roll in this. I then turn to the 21st century to develop art, science and philosophy as they relate to the problematic developed by Peter Weibel and Bruno Latour in four significant exhibitions held at the KMZ. From there, I turn to anchor my theoretical support as to why Deleuze and Guattari particular expression of non‐philosophy is of key import to make this plea stick in relation to both digital mediation and the post‐Anthropocene.

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Section: Non‐philosophy In a New Keymentioning

confidence: 99%

The Significance of Art Education for the Post‐Anthropocene: Non‐Philosophy in a Newer Key

jagodzinski

2024

Int J Art Design Ed

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What is technology education?

Dakers

2024

LUMAT

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The trouble with answering the question ‘What is technology education?’ is that there is no precise and well-defined answer. This is attributable, in one important respect, to the breadth of subject domains that exist in technology education today. These vary across the world but may include woodwork, metalwork, working in plastics, technical drawing or graphic communication, CAD, electronics, pneumatics, mechanics, design or learning about the concept of becoming technologically literate. Each of these subject domains tends to be taught independently from one another and assessed likewise. You cannot teach and assess technical drawing in a woodwork or metalwork classroom setting. This particular issue has now become further confused with the introduction of STEM education.

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A Critical Introduction to What Is Art Education?

Cited by 2 publications

References 72 publications

The Significance of Art Education for the Post‐Anthropocene: Non‐Philosophy in a Newer Key

The Significance of Art Education for the Post‐Anthropocene: Non‐Philosophy in a Newer Key

What is technology education?

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