Activating Aesthetics addresses questions of aesthetics in various
fields of education, with the aim of investigating a way of
revealing how aesthetics may activate an engaged, responsive and
poetic pedagogy. The writers in this collection enliven different
ways of thinking about aesthetics, educating through aesthetics and
questioning aesthetics. They approach aesthetics through the lenses
of art practice and art history, painting and literature, film and
popular culture, the built environment and pedagogy, music making
and reception, and feminist subjectivity and philosophy. Beyond
instrumentalism, each chapter approaches questions of aesthetics by
dismantling subject-object separations of analytical aesthetics and
opening the potential of aesthetics to work as an activating force
in education. The premise is that education, driven by means-end
instrumentalism, may be activated another way via aesthetic
encounters premised in difference. To build this argument, the
authors engage works of Adorno, Benjamin, Bourdieu, Deleuze,
Guattari, Heidegger, Hoelderlin, Hokusai, Irigaray, Nietzsche,
Sterne and Stiegler. The juxtaposition of these diverse theorists,
philosophers, artists and writers makes for a rich tapestry of
different perspectives on processes of learning, knowing and being.
Aesthetics in activation discloses new ways of thinking about
poetic and engaged pedagogy. Through these different perspectives,
the whole collection works towards an educational philosophy of
aesthetics. The chapters in this book were originally published as
articles in the Educational Philosophy and Theory journal.
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