This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author's specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations. Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkuhle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.

This book looks at Charlie Chaplin's masterpiece, Modern Times (1936), through the lens of film aesthetics, structure, and post-modern perspective. The naive Tramp character of Modern Times is often seen as the embodiment of a revolutionary reaction to his age. However, this study of the film shows that it is not only difficult but also impossible to accept the long-established critical reception of Chaplin's film and its characters in our own "Post-modern Times." Drawing from extensive research and bringing post-modern context to the film through a comparative analysis of Todd Phillips's Joker (2019), the book introduces how exhilarating a comprehensive study of film can be for engaged viewers. Illustrating that a detailed filmic reading of Modern Times can be a guide, or an extended case study, for analysing culture, this book will be of interest to students and teachers in film studies, literary studies, and the visual arts.

Highlighting the ways that digital media can be used in interdisciplinary curriculum, "Images and Identity "brings together ideas from art and citizenship teachers in the Czech Republic, Germany, Ireland, Malta, Portugal, and the United Kingdom on producing online curriculum materials. This book offers a practical strategy for ways these different, but related, subjects can be taught. The first part of the book explores issues of art and citizenship education within a European context while the second contains case studies of curriculum experiments that can be applied to global classrooms. It will be of great interest to students and teachers of art and citizenship education.

Joseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, "Every human is an artist," points to the fundamental ability of every human to be creative in the art of life - with respect to the development of one's own personality and one's actions within society. Beuys saw society as an artwork in a permanent process of transformation, a 'social sculpture' in which every person participated, and for which everyone should be educated as comprehensively as possible. Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys's art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of 'artistic projects' in a series of empirical examples. The author, Carl-Peter Buschkuhle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlass discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area. Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.

The Swedish botanist Carl Peter Thunberg (1743 1828), a physician and pupil of Linnaeus, carried out his most important work in South Africa and Japan. Having studied in Amsterdam and Leiden, he was asked to go plant-hunting in areas where the Dutch East India Company's trading activities were opening up territory for scientific exploration. In 1771 he travelled to South Africa as a ship's doctor, spending three years searching for, classifying and propagating plants, while at the same time becoming fluent in Dutch, as only the Dutch were allowed to enter Japan, his ultimate destination. Having acquired many Japanese specimens, he continued his travels and returned to Sweden in 1779. Three fascicles of this influential reference work in Latin on the South African flora were issued between 1807 and 1813. Reissued here is the full version edited by the Austrian botanist Josef August Schultes (1773 1831) and published in 1823."