Art's false "ease"

form, meaning and a problematic pedagogy

John Baldacchino (Lead / Corresponding author)

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This paper argues that in foregoing the questions that emerge from the dialectical relationship between form and meaning, an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification-a false "ease"-where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art's false "ease" presents a tautology that presumes the relationship between the arts and learning on assumptions that force a false equivalence between (a) the perception of implicit causes that constitute a number of externalised artistic attributes (such as creative, critical, and intuitive forms of thinking and making) by which the arts are instrumentalised, and (b) a number of desired effects that are seen as being equal to the relative value that an arts subject (or discipline) commands in a perceived relationship with the world in terms of its use and therefore function. To counter this distortion this paper makes a case for a pedagogical aesthetics that would unlearn-and thereby exit-the educationalist tautology of art's false ease. While politically this would mean that the arts are recognized in their ability to think and act outside the traditional notion of schooling as a walled polis, philosophically this represents a challenge to move arts education away from the "spatial" concepts by which dialectical narratives, such as those of form and content, have been hitherto assumed as constructivist signifiers.
Original languageEnglish
Pages (from-to)433-450
Number of pages18
JournalStudies in Philosophy and Education
Volume33
Issue number4
Early online date20 Nov 2013
DOIs
Publication statusPublished - Jul 2014

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art
aesthetics
art education
Pedagogy
Art
equivalence
narrative
cause
ability
learning
education
Aesthetics
Tautology

Cite this

Baldacchino, John. / Art's false "ease" : form, meaning and a problematic pedagogy. In: Studies in Philosophy and Education. 2014 ; Vol. 33, No. 4. pp. 433-450.
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Art's false "ease" : form, meaning and a problematic pedagogy. / Baldacchino, John (Lead / Corresponding author).

In: Studies in Philosophy and Education, Vol. 33, No. 4, 07.2014, p. 433-450.

Research output: Contribution to journalArticle

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