Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum.
Different and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long‐term memory is especially prominent in educational policy. By contrast, within w...
| Publicado en: | International Journal of Art & Design Education Vol. 42; no. 4; pp. 574 - 584 |
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| Formato: | Artículo |
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Wiley-Blackwell
Nov2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=173824471&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 173824471 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: Nov2023 vid: 42 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 173824471 10.1111/jade.12477 ppf: 574 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 312KB tig: atl: Making Art Explicit: Knowledge, Reason and Art History in the Art and Design Curriculum. aug: au: Walton, Neil su: Art education Design education Theory of knowledge Art history Curriculum planning Social practice (Art) sug: subj: Art education Design education Theory of knowledge Art history Curriculum planning Social practice (Art) keyword: art education inferentialism knowledge ab: Different and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long‐term memory is especially prominent in educational policy. By contrast, within writing that is directly about art education, discussion of knowledge has often been framed in negative, terms, as reductive, as entailing the imposition of rigid subject content and as antithetical to art. Taking issue with both these contrasting views, and using a non‐empirical, philosophical approach, this article puts forward a case for the centrality of knowledge and reasoning within the art and design curriculum. Specifically, the article draws on inferentialism, a theory that has not previously been applied to art education. The argument presented understands art as discursive and rational, as concept using and reason sensitive, as essentially a disjunctive set of historical‐social practices. Art education is then best thought of as a rational‐critical introduction to knowing those practices, as making explicit their proprieties, entailments and contradictions and the choices that are thereby made possible. This view emphasises learning in art and design as developing increasing levels of responsibility and commitment by integrating concepts in practice and theory. 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: 2023 holdings: @attributes: islocal: N |
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