|
Showing 1 - 19 of
19 matches in All Departments
This book brings together a collection of multi-disciplinary voices
to discuss, debate, and devise a series of ahuman pedagogical
proposals that aim to address the challenging ecological,
political, social, economic, and aesthetic milieu within which
education is situated today. Attending to contemporary calls to
decenter all-too-human educational research and practice, while
also coming to terms with the limits and inheritances through which
such calls are made possible in the first place, this book aims to
interrogate, but also invent, what we are calling an ahuman
pedagogy. Organized in three main sections — Conjuring an Ahuman
Pedagogy, Machinic Re/distributions, and Non-pedagogies for
Unthought Futures — this multi-disciplinary experiment in ahuman
pedagogies for the age of the Anthropocene offers an experimental
– albeit always speculative and incomplete – series of
pedagogical proposals that work to unthink and counter-actualize
educational futures-as-usual. Â
In Postmodern Dilemmas: Outrageous Essays in Art&Art Education
and Pun(k) Deconstruction: Experimental Writings in Art&Art
Education, jan jagodzinski presents a series of essays covering a
timespan of approximately ten years. These essays chart the theory
and practice of art&art education as it relates to issues of
postmodernity and poststructuralism concerning representation,
identity politics, consumerism, postmodern architecture, ecology,
phallocentrism of the artistic canon, pluriculturalism, media and
technology, and AIDS.
As a former editor of The Journal of Social Theory in Art
Education and a founding member for the Caucus on Social Theory in
Art Education, the author attempts to deconstruct the current art
education paradigm, which is largely based on modernist tenets, and
to reorient art education practice to social issues as developed in
both media education and cultural studies. Part of the intent in
these two volumes is to undertake a sustained critique of the 1982
Art in the Mainstream (A.I.M.) statement, which continues to be
considered as the core value for art education. The distinct
intention of this critique is to put forward a new value base for
art&art education in these postmodern times.
Many of the essays raise the need to be attentive to sex/gender
issues in art&art education and the need to read the artistic
discourse "otherwise." There is a sustained critique of the art
programs developed by the Getty Center for the Arts, whose arts
curriculum presents the paradigm case of late modernist thinking.
Some essays are written in a provocative form that tries to
accommodate such content. This is particularly the case in Pun(k)
Deconstruction, where architectural discourse is deconstructed, and
which includes an "artistic performance" given by the author in
1987.
This singular set of volumes combines scholarship in the areas of
gender studies, aesthetics, art history, art education,
poststructuralism, and cultural studies in a unique blend of theory
and practice for rethinking the field of art education.
In Postmodern Dilemmas: Outrageous Essays in Art&Art Education
and Pun(k) Deconstruction: Experifigural Writings in Art&Art
Education, jan jagodzinski presents a series of essays covering a
timespan of approximately ten years. These essays chart the theory
and practice of art&art education as it relates to issues of
postmodernity and poststructuralism concerning representation,
identity politics, consumerism, postmodern architecture, ecology,
phallocentrism of the artistic canon, pluriculturalism, media and
technology, and AIDS.
As a former editor of The Journal of Social Theory in Art
Education and a founding member for the Caucus on Social Theory in
Art Education, the author attempts to deconstruct the current art
education paradigm, which is largely based on modernist tenets, and
to reorient art education practice to social issues as developed in
both media education and cultural studies. Part of the intent in
these two volumes is to undertake a sustained critique of the 1982
Art in the Mainstream (A.I.M.) statement, which continues to be
considered as the core value for art education. The distinct
intention of this critique is to put forward a new value base for
art&art education in these postmodern times.
Many of the essays raise the need to be attentive to sex/gender
issues in art&art education and the need to read the artistic
discourse "otherwise." There is a sustained critique of the art
programs developed by the Getty Center for the Arts, whose arts
curriculum presents the paradigm case of late modernist thinking.
Some essays are written in a provocative form that tries to
accommodate such content. This is particularly the case in Pun(k)
Deconstruction, where architectural discourse is deconstructed, and
which includes an "artistic performance" given by the author in
1987.
This singular set of volumes combines scholarship in the areas of
gender studies, aesthetics, art history, art education,
poststructuralism, and cultural studies in a unique blend of theory
and practice for rethinking the field of art education.
This book problematizes the role of education in an increasingly
mediatized world through the lenses of creativity, new media, and
consumerism. At the core of the issue, the author argues,
creativity in art education is being co-opted to serve the purposes
of current economic trends towards designer capitalism. Using an
East meets West approach, jagodzinski draws on Deleuze and
Guattarian philosophy to explore visual and popular culture in
Korean society, addressing the tensions that exist between designer
education and art that explores the human condition. In doing so,
he challenges art educators to envision a new paradigm for
education which questions established media ontologies and
incorporates new ways to confront the crisis of the Anthropocene.
This book problematizes the role of education in an increasingly
mediatized world through the lenses of creativity, new media, and
consumerism. At the core of the issue, the author argues,
creativity in art education is being co-opted to serve the purposes
of current economic trends towards designer capitalism. Using an
East meets West approach, jagodzinski draws on Deleuze and
Guattarian philosophy to explore visual and popular culture in
Korean society, addressing the tensions that exist between designer
education and art that explores the human condition. In doing so,
he challenges art educators to envision a new paradigm for
education which questions established media ontologies and
incorporates new ways to confront the crisis of the Anthropocene.
This volume weaves together a variety of perspectives aimed at
confronting a spectrum of ethico-political global challenges
arising in the Anthropocene which affect the future of life on
planet earth. In this book, the authors offer a multi-faceted
approach to address the consequences of its imaginary and
projective directions. The chapters span the disciplines of
political economy, cybernetics, environmentalism, bio-science,
psychoanalysis, bioacoustics, documentary film, installation art,
geoperformativity, and glitch aesthetics. The first section
attempts to flesh out new aspects of current debates. Questions
over the Capitaloscene are explored via conflations of class and
climate, revisiting the eco-Marxist analysis of capitalism, and the
financial system that thrives on debt. The second section explores
the imaginary narratives that raise questions regarding non-human
involvement. The third section addresses 'geoartisty,' the counter
artistic responses to the speculariztion of climate disasters,
questioning eco-documentaries, and what a post-anthropocentric art
might look like. The last section addresses the pedagogical
response to the Anthropocene.
This volume weaves together a variety of perspectives aimed at
confronting a spectrum of ethico-political global challenges
arising in the Anthropocene which affect the future of life on
planet earth. In this book, the authors offer a multi-faceted
approach to address the consequences of its imaginary and
projective directions. The chapters span the disciplines of
political economy, cybernetics, environmentalism, bio-science,
psychoanalysis, bioacoustics, documentary film, installation art,
geoperformativity, and glitch aesthetics. The first section
attempts to flesh out new aspects of current debates. Questions
over the Capitaloscene are explored via conflations of class and
climate, revisiting the eco-Marxist analysis of capitalism, and the
financial system that thrives on debt. The second section explores
the imaginary narratives that raise questions regarding non-human
involvement. The third section addresses 'geoartisty,' the counter
artistic responses to the speculariztion of climate disasters,
questioning eco-documentaries, and what a post-anthropocentric art
might look like. The last section addresses the pedagogical
response to the Anthropocene.
This volume examines the challenges weighing on the future of
education in the face of globalization in the twenty-first century.
Bringing together eleven authors who explore the paradox of an
"after" to the future of education, each chapter in this book
targets three important areas: ecology as understood in the broader
framework of globalization and pedagogy; curriculum concerns which
impact learning; and the pervasiveness of technology in education
today.
The oral eye is a metaphor for the dominance of global designer
capitalism. It refers to the consumerism of a designer aesthetic by
the 'I' of the neoliberalist subject, as well as the aural
soundscapes that accompany the hegemony of the capturing attention
through screen cultures. An attempt is made to articulate the
historical emergence of such a synoptic machinic regime drawing on
Badiou, Bellmer, Deleuze, Guattari, Lacan, Ranciere, Virilio,
Ziarek, and i ek to explore contemporary art (post-Situationism)
and visual cultural education. jagodzinski develops the concept of
an 'avant-garde without authority, ' 'self-refleXion' and
'in(design)' to further the questions surrounding the posthuman as
advanced by theorists such as Hansen, Stiegler and Ziarek's 'force'
of art.
Youth Fantasies is a collection of studies conducted in cross-cultural collaboration over the past ten years that theorizes “youth fantasy” as manifested through the media of TV, film, and computer games. The collection includes case studies of “X-Files” fans, the influence of computer games and the “Lara Croft” phenomenon, and the reception of western television by Tanzanian youth. This book is a much needed reconciliation between cultural studies and Lacanian psychoanalysis, and highlights why Lacan is important to note when exploring youth fantasy and interest in the media, especially in shows like “X-Files”.
Youth Fantasies is a collection of studies conducted in cross-cultural collaboration over the past ten years that theorizes “youth fantasy” as manifested through the media of TV, film, and computer games. The collection includes case studies of “X-Files” fans, the influence of computer games and the “Lara Croft” phenomenon, and the reception of western television by Tanzanian youth. This book is a much needed reconciliation between cultural studies and Lacanian psychoanalysis, and highlights why Lacan is important to note when exploring youth fantasy and interest in the media, especially in shows like “X-Files”.
This book explores new pedagogical challenges and potentials of the
Anthropocene era. The authors argue that this new epoch, with an
unstable climate, new kinds of globally spreading viruses, and new
knowledges, calls for a new way of educating and an alertness to
new philosophies of education and pedagogical imaginations,
thoughts, and practices. Addressing the linkages between the
Anthropocene and Pedagogy across a broad pedagogical spectrum that
is both formal and informal, the editors and their contributors
emphasize a re-imagining of education that serves to deepen our
understanding of the capacities and values of life.
This book provides a thorough application of theoretical ideas from
Deleuze and Guattari to a series of examples drawn from
contemporary film and new media arts. Chapters demonstrate examples
of how to do schizoanalysis in philosophically informed cinema
studies, new media, and arts based education. Schizoanalysis, as
proposed by Deleuze and Guattari in distinction to Lacanian
psychoanalysis, provides an imaginary basis to address the
precarity of the contemporary world order: from the growing
populism with its authoritarian fascist tendencies to the growing
concerns regarding climate change within the Anthropocene. Part I
of this book initiates this understanding through cinematic
examples. Part II calls for a schizoanalytic pedagogical
imagination, which is needed to provide insight into the structures
of desire as they circulate in media, especially videogames, and
the tensions between analogue and digital technological
manifestations. Such pedagogy enables an understanding of the 'new
materialism' where nonhuman and inhuman (AI) agencies are taken
into account. To this end schizoanalytic pedagogy calls for a 'new
earth' of transformed values and relationships.
This book provides a thorough application of theoretical ideas from
Deleuze and Guattari to a series of examples drawn from
contemporary film and new media arts. Chapters demonstrate examples
of how to do schizoanalysis in philosophically informed cinema
studies, new media, and arts based education. Schizoanalysis, as
proposed by Deleuze and Guattari in distinction to Lacanian
psychoanalysis, provides an imaginary basis to address the
precarity of the contemporary world order: from the growing
populism with its authoritarian fascist tendencies to the growing
concerns regarding climate change within the Anthropocene. Part I
of this book initiates this understanding through cinematic
examples. Part II calls for a schizoanalytic pedagogical
imagination, which is needed to provide insight into the structures
of desire as they circulate in media, especially videogames, and
the tensions between analogue and digital technological
manifestations. Such pedagogy enables an understanding of the 'new
materialism' where nonhuman and inhuman (AI) agencies are taken
into account. To this end schizoanalytic pedagogy calls for a 'new
earth' of transformed values and relationships.
This book brings together a collection of multi-disciplinary voices
to discuss, debate, and devise a series of ahuman pedagogical
proposals that aim to address the challenging ecological,
political, social, economic, and aesthetic milieu within which
education is situated today. Attending to contemporary calls to
decenter all-too-human educational research and practice, while
also coming to terms with the limits and inheritances through which
such calls are made possible in the first place, this book aims to
interrogate, but also invent, what we are calling an ahuman
pedagogy. Organized in three main sections - Conjuring an Ahuman
Pedagogy, Machinic Re/distributions, and Non-pedagogies for
Unthought Futures - this multi-disciplinary experiment in ahuman
pedagogies for the age of the Anthropocene offers an experimental -
albeit always speculative and incomplete - series of pedagogical
proposals that work to unthink and counter-actualize educational
futures-as-usual.
This edited book gathers seven established art educators-educator
artists who address art education from the philosophical position
of Deleuze and Guattari. This book raises questions as to where the
future of art and its education might be heading if the focus on
art was to be repositioned along Deleuze and Guattari's philosophy
of immanence. The chapters are speculative as they query what is
'thinking' in the art process. There is an attempt to project other
forms of what art can 'do,' and the curriculum that can emerge when
a student-centered problematic is explored along such lines.
What is the right pedagogical distance for learning to take place?
What should be the teacher's role concerning a student's desire?
Ethically speaking, how are we to understand the dialectic between
desire and the drive? Are we obligated to help students mourn the
knowledge that they must let go? Can ignorance (which sounds
pejorative) be pedagogically useful as that which is unsaid and
repressed? When the pedagogical distance collapses and seduction
takes place, can such behavior be excused? These are just some of
the questions that are raised throughout this collection by the
authors. Lacanian psychoanalysis presents a challenge to our usual
understanding of the subject as formulated by ego psychology, as
well as the discursive subject of postmodernism. Can Lacan's
tripartite psychic registers of the Real, Imaginary, and the
Symbolic present the subject in unending intrapsychic conflict? Can
pedagogy address this struggle? How do we, as educators, take the
notion of the unconscious seriously into account? The authors of
this collection engage themselves in such questioning, in some
cases examining their own practices and in other cases developing
possible strategies with a view of understanding the psychic life
of teaching.
In the mid-1980s, film director Marco Bellocchio and renegade
psychoanalyst Massimo Fagioli cowrote "The Devil in the Flesh," a
politically and sexually charged film illustrating some of
Fagioli's controversial theories. Echoing the anti-Lacanian
sentiment popularized by Gilles Deleuze, the film is perhaps best
remembered for a scene in which the character Andrea misreads a
section of the famous Greek tragedy" Antigone." But this scene has
itself been frequently misread, opening up the text to questions of
feminism, politics, and the representation of Antigone--a figure
frequently used and abused in feminist politics. Displaying
considerable analytic depth, "Misreading Postmodern Antigone"
considers these divergent readings and what they have to tell us
about contemporary society.
The oral eye is a metaphor for the dominance of global designer
capitalism. It refers to the consumerism of a designer aesthetic by
the 'I' of the neoliberalist subject, as well as the aural
soundscapes that accompany the hegemony of the capturing attention
through screen cultures. An attempt is made to articulate the
historical emergence of such a synoptic machinic regime drawing on
Badiou, Bellmer, Deleuze, Guattari, Lacan, Ranciere, Virilio,
Ziarek, and Zižek to explore contemporary art (post-Situationism)
and visual cultural education. jagodzinski develops the concept of
an 'avant-garde without authority, ' 'self-refleXion' and
'in(design)' to further the questions surrounding the posthuman as
advanced by theorists such as Hansen, Stiegler and Ziarek's 'force'
of art.
|
You may like...
Julius Caesar
Richard Appignanesi
Paperback
(2)
R292
R247
Discovery Miles 2 470
Fall
James Saunders
Paperback
R380
Discovery Miles 3 800
|