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Field Environmental Philosophy
This fifth volume in the Ecology and Ethics series integrates key concepts of the previous four volumes by addressing biocultural conservation through novel educational methods. In Field Environmental Philosophy (FEP), the authors undertake two complementary tasks. First, they address a problematic facet of education as an indirect driver of a global change and biocultural homogenization. Second, they contribute to solve the former problems by introducing the FEP method as well as other educational approaches from around the world that value and foster conservation of biological and cultural diversity. A particular emphasis is therefore on the integration of sciences, arts, humanities, and e...
Art – Ethics – Education
This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author’s specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters ...
Art's Teachings, Teaching's Art
This volume examines the interface between the teachings of art and the art of teaching, and asserts the centrality of aesthetics for rethinking education. Many of the essays in this collection claim a direct connection between critical thinking, democratic dissensus, and anti-racist pedagogy with aesthetic experiences. They argue that aesthetics should be reconceptualized less as mere art appreciation or the cultivation of aesthetic judgment of taste, and more with the affective disruptions, phenomenological experiences, and the democratic politics of learning, thinking, and teaching. The first set of essays in the volume examines the unique pedagogies of the various arts including literatu...
Construir y habitar la escuela
La Academia de Platón, que fue la primera escuela en Occidente, era un parque ubicado en la periferia de Atenas. Habría sido impensable para Sócrates, Platón o Aristóteles imaginar un espacio cerrado donde se pudiera aprender algo «significativo». La anécdota de Tales de Mileto, que habría caído a un pozo de tanto mirar al cielo, es el reflejo elocuente de esta disposición de aprender caminando, y en modo peripatético. El libro Construir y habitar la escuela pone en relieve el «olvido» de esta experiencia vivida del espacio y lugar como acciones originarias del saber y habitar humano en el mundo. La entrada a este restablecimiento es guiada desde dos verbos que en el texto se a...
Art, Sustainability and Learning Communities
By engaging with education, contemporary art and global sustainability goals, this book connects the artistic way of communication with ecological obligations and social issues and promotes a sense of active citizenship. International, empirical and curricular research presents a case for strong learning communities that take a clear political stand in favour of socially engaged art pedagogies. The main aim of is to show how shared spaces for exchange in the fields of art education and continuous professional development can reflect, inspire and integrate sustainability principles that are becoming crucial in today’s world. The authors propose the idea that coordinated action can lead to a...
Proceedings International Conference On Theology, Religion, Culture, And Humanities
This proceeding is an effort from various academics and practitioners in the midst of modern society to find the meaning and re-imagine Theology, Religion, Culture, and Humanities Studies for Public Life. From discussions on how religion can reshape our world to become a better world, to re-imagining the foundation of human life that believes in God in the midst of local culture and an increasingly advanced and modern world, even looking back at the history of women, evangelization, and places of worship as a means for humans to find God in the world. In the end, all of these writings are a form of academic reflection of the authors who seek to find God in the midst of today's world.
Performative Approaches in Arts Education
In Performative Approaches in Arts Education, researchers, artists and practitioners from philosophy and the arts elaborate on what performative approaches can contribute to 21st century arts education. Introducing new perspectives on learning, the contributors provide a central international perspective, developing a paradigm in which the artist, teacher and researcher’s form of teaching is enmeshed with content, and human agency is entangled with non-human matter. The book explores issues connected to both teaching and learning in the arts, engaging in debates about the value of meaning making in the artistic process, the way social ethos can guide performative approaches and the changes in education that performative approaches can bring. Performative Approaches in Arts Education will be of great interest to academics, researchers and post-graduate students in the fields of arts education, philosophy of education and education research methods. It will also appeal to teachers and teacher educators, artists and teaching artists.
Illuminating Art
This dissertation inquires about the situation of the arts in education by suggesting an alternative perspective on the way we see art. It does so through the illumination of three distinct yet complementary ways. First, this study explores what a primordial sense of art would look like. I argue that we can understand art as a knowing-making disposition where wondering with the artwork and relating with its inherent elements becomes one and the same activity. Second, this investigation proposes the notion of respiration as a lens that allows seeing art as a fact that assumes and surpasses similar and contrary interpretations of the artwork' meanings. Finally, this research proposes the notion of exercise in possibility as a way to further expand what art can look like in education. I claim that by developing resemblances of human life, art can operate as a standard of possibility. After characterizing each of these notions, I move on to refine their practical implications for students' and teachers' tasks.
Normative Identity
This book describes what it means to have a normative identity and critically evaluates this kind of identity from the point of view of rational agency.
Historia y cultura
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