On Art and Knowledge.
I comment upon the recent blossoming of writing on art, knowledge and research and connect this to its material roots in the changing nature of higher education. I find much of this writing wanting in that it implies a division of art into 'knowledge‐producing' and 'non knowledge‐producing' art. I e...
| Published in: | International Journal of Art & Design Education Vol. 38; no. 1; pp. 7 - 18 |
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| Format: | Article |
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Wiley-Blackwell
Feb2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=134739177&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 134739177 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2019 vid: 38 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 134739177 10.1111/jade.12179 ppf: 7 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 110KB tig: atl: On Art and Knowledge. aug: au: Szpakowski, Michael su: Art education in universities & colleges Neoliberalism Art objects Higher education Theory of knowledge Philosophy of science sug: subj: Art education in universities & colleges Neoliberalism Art objects Higher education Theory of knowledge Philosophy of science keyword: art higher education knowledge neo‐liberalism research ab: I comment upon the recent blossoming of writing on art, knowledge and research and connect this to its material roots in the changing nature of higher education. I find much of this writing wanting in that it implies a division of art into 'knowledge‐producing' and 'non knowledge‐producing' art. I examine how art objects might be said to generate knowledge, particularly the kind of propositional knowledge which sits at the centre of both traditional epistemology and 'knowledge transfer' in the contemporary academy. Although there are many ways in which artworks might variously generate such knowledge, I conclude that there is none that is common to all. I go on to examine other kinds of knowledge, particularly Gilbert Ryle's 'knowledge‐how' and use this as a staging post to suggest that there is yet another kind of knowledge, produced by all works of art. Finally I borrow some ideas from recent work in the philosophy of science to suggest a concrete mechanism by which this knowledge is made available to us. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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