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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidade de Lisboa
2015
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| Online Access: | https://www.redalyc.org/articulo.oa?id=575763886004 |
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Table of Contents:
- Art ± education the paradox of the ventriloquist’s soliloquy John Baldacchino Educación Art Paradox Education Immanence Unlearning When we speak of art education, are we trying to make sense of something by means of something else, just as a ventriloquist speaks with the mouth of a dummy to make us believe that he is having a dialogue with someone else when in effect he is speaking to himself? This paper discusses how art education could only flourish as an act of approximation as it rejects the incremental and constructivist assumptions that have turned art and education into transactional instruments. Discussing art and education’s immanent relationship, this paper argues that art education is only necessary by force of the accidents that characterise it. Four scenarios, here identified in what the author calls the paradox of the ventriloquist’s soliloquy in art education, illustrate this argument. In discussing how this comes about, this paper makes reference to Herner Saeverot’s concept of indirect pedagogy and Charles Garoian’s prosthetic pedagogy. 2015 artículo científico 2182-8474 https://www.redalyc.org/articulo.oa?id=575763886004 en http://www.redalyc.org/revista.oa?id=5757 Sisyphus — Journal of Education application/pdf Universidade de Lisboa Sisyphus — Journal of Education (Portugal) Num.1 Vol.3