Justifying the Arts: The Value of Illuminating Failures.
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| Title: | Justifying the Arts: The Value of Illuminating Failures. |
|---|---|
| Authors: | FORREST, MICHELLE1 |
| Source: | Journal of Philosophy of Education. Feb2011, Vol. 45 Issue 1, p59-73. 15p. |
| Subject Terms: | *Arts education, *Humanistic education, Conceptual art, Justification (Theory of knowledge) |
| People: | Passmore, J. |
| Abstract: | This paper revisits how late 20th-century attempts to account for conceptual and other difficult art-work by defining the concept 'art' have failed to offer a useful strategy for educators seeking a non-instrumental justification for teaching the arts. It is suggested that this theoretical ground is nonetheless instructive and provides useful background in searching for a viable approach to justification. It is claimed that, though definition may fail and grand theories not coalesce, one would be wise to emulate Passmore (1954, 1990) who argues for an aesthetic approach to works of art and who proceeds like the fox, from a specific work that becomes more complex through analysis. His approach is employed in describing a performance series by the Cellist of Sarajevo, which raises further questions regarding what it means to start from a specific art-work and how doing so exemplifies suggestion that in justifying the arts we connect them to our ethical lives. Passmore's strategy is then extended to the aesthetic experience of reading this essay and the paper concludes with the author's personal anecdote in response to call for genuinely aesthetic defences of aesthetic education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 59226416 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=59226416 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1467-9752.2010.00771.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 59 Subjects: – SubjectFull: Arts education Type: general – SubjectFull: Humanistic education Type: general – SubjectFull: Conceptual art Type: general – SubjectFull: Justification (Theory of knowledge) Type: general – SubjectFull: Passmore, J. Type: general Titles: – TitleFull: Justifying the Arts: The Value of Illuminating Failures. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: FORREST, MICHELLE IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 03098249 Numbering: – Type: volume Value: 45 – Type: issue Value: 1 Titles: – TitleFull: Journal of Philosophy of Education Type: main |
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