Thursday, March 21, 2019
Problems of Art, Problems of Education :: Philosophy Philosophical Essays
Problems of Art, Problems of EducationABSTRACT Some main postmodern ideas, such as the decay of totality or the dispersion of the subject, are too unwarranted to introduce into the education of youth. However, there are some postmodern ideas though not central ones that could prove helpful in contemporary education. The zep of this paper is the prefix inter- which (especially in the French philosophers writings) took a new and rare meaning by becoming one of the main metaphors of the human causation in the world of glossiness. The meaning of the prefix inter- can be successfully taught by wile, for works of ruse have always exemplified means of hesitate in the sphere of the inter- between the concrete and abstraction, detail and generality, freedom and rules, spontaneousness and discipline, between Rortys conception of the ironist and the strong poet....the significance of art ineluctably declines and nothing in the current circumstances of civilisation and culture shows t hat this operate would be stopped.S. Morawski, On the Sense of the Newest CreativityThe crisis of education in its ethnic dimension affects all of us. For we all were or will be attached with education, as pupils and students, parents and teachers. We all stand face to face with the question of its future when the problem how to grow into a human being in the skirt world remains unsolved K. Blusz, Education and Liberation1. The crisis character of our Euro-American culture is so generally noticed that it needs no proofs. Among many divers(prenominal) domains of human activity both the contemporary art and the speculation of art are found in a hard situation the tag of this plight are the more and more intensive questions about the last of art, anti-art, post-art on the one hand and about the post-aesthetics, anti-aesthetics and an-aesthtics on the other. In the theory of education we can find the same terminological symptoms which (like a rash) avow the same kind of impoten ce and illness also here the backchat about the end of pedagogy in the contemporary culture goes (Ricardo Massa) and the predictions of the descent of the new post-pedagogical epoch are made (Hubertus von Schoenbeck).Shoud we, in such situation, succeeding(a) the past patterns like, for example, very valuable conception education through art (Herbert Read, Irena Wojnar), ask about the role of the post-art in the post-pedagogy? This way seems to be not especially fruitful.
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