Titlebook: Art‘s Teachings, Teaching‘s Art; Philosophical, Criti Tyson Lewis,Megan Laverty Book 2015 Springer Science+Business Media Dordrecht 2015 De

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https://doi.org/10.1007/978-1-4302-0810-5ther or not recent attempts to make art education “functional” (under multiple constructivist and pragmatic guises) are not a kind of Hegelian sublation of the didactic moment of Romantic .. To then move beyond the problem of such didacticism, Baldacchino proposes a new notion of . that resists any

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User Stories and Acceptance Tests of how humans hold beliefs. An exploration of perceptual limitations such as self-deception and perceptual blindness reveals the need for some type of curricular friction to help students perceive their own (as well as others’) beliefs and perspectives. Conceiving of strong beliefs as embedded in n

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Ken Auer,Erik Meade,Gareth Reevesinterest or as a lesson in the shortcomings of high, elitist culture. I suggest, to the contrary, that such art can help us respond constructively to the current rule of neoliberal culture. My paper focuses on the modernist films of Luc and Jean-Pierre Dardenne, with close attention to .. Unlike mos

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Lecture Notes in Computer Sciencee the reasons for this shift are manifold, the public outcry over teacher scandals derives its force from a mistaken but powerful fantasy of the teacher as beyond desire. In this essay, we consider the contribution made to this fantasy of teaching by popular cinema. While the teaching ideal follows

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The Collaborative Nature of Pair Programmingducation. She considers the broader existential significance of this phenomenon using Dewey’s aesthetic philosophy. Laverty argues that if Dewey is right that (a) music exemplifies artfulness and (b) to live well is to live artfully, then an education in music—formal and informal—constitutes an educ

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https://doi.org/10.1007/b137278“aesthetic regime.” This regime enables us to consider a reorientation of educational experience and value through an ethical fidelity to . and . in the coproduction of an educational common. It thus signals a form of aesthetic education (.), that in Friedrich Schiller’s words, might make possible “