Education Commons^™

Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.

Artizein: Arts and Teaching Journal

In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and …

Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer

Journal of Social Theory in Art Education

Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …

On Craft, William Lentjes

KSU Journey Honors College Capstones and Theses

Craft is a relationship - a dialogue - between craftsman, tool, and material. Craft begins with the intent of all of these loci, and all of these loci are rooted in Being.

Being is known through the consciousness, awareness, and perception of a subject. Being is the inherent existence and totality of "what is."

Being crafts us; Craft imbues Being.

This thesis re-examines the pedagogical approach of an architectural education. The focus is placed on craft through presuppositionless phenomenology.

In an age of endless mechanized production and spiritless materialism, the practice of craft can teach us to return to the …

Anding—The Dynamic In Education, Katie Roberts

Journal of Social Theory in Art Education

The world exists in a dynamic that can be described as a web. The moment that you are born, you become part of this web by your every move through space, every encounter with people, and every interaction with objects. Never ending but changing direction, never moving up or down but always laterally, the web progresses and grows continuously. This metaphor also describes the singular existence of all of us by outlining the experiences that help form us. From the common details to the formative moments in life, our lives are a series of cumulative experiences. These experiences connect and …

Acting Out Caring: An Andogynous Trait, Clayton Funk

Journal of Social Theory in Art Education

A problem in gender studies concerns frequent critique of sex-role stereotypes. But how often do we analyze characteristics that men and women have in common? The notion is doubtful that women must be essentially nurturant and empathic, and that men must be analytical and assertive. The strongest educators possess the best of both, no matter the gender, and are usually capable of modeling a sensibility of caring about learning.

A.I.M. Revisited, Jack A. Hobbs

Journal of Social Theory in Art Education

In case you may have forgotten: AIM is the acronym for Art in the Mainstream, a statement of "value and commitment", authored by Edmund Burke Feldman. AIM first appeared in the March '82 issue of Art Education and then again in the September issue where it was the subject of a "mini issue." According to AIM, art means three things: work, language, and values. Americans need to relearn the value of work, and art is the best way to do this. Visual imagery is a type of language, and, like any language, it needs to be learned. Finally, art and …

The Nature Of Philosophical Criticism, Ann L. Sherman

Journal of Social Theory in Art Education

Nielsen challenges philosophers to examine the nature of philosophy. He criticizes them for adhering to 'philosophy for philosophy's' sake and points out the non-neutrality of philosophy. Nielsen and other radical philosophers ask: In what sense are the concepts and distinctions which philosopher address 'ordinary'? What are the societal influences on the formation of their discourse? What are the societal consequences of their discourse? Can philosophy be conceived in such a way as to perform a critical service to society? and In what ways does or should philosophy interface with other disciplines?

The Humanism Of Herbert Read, Charles G. Wieder

Journal of Social Theory in Art Education

As readers of the Social Theory Caucus Bulletin, you are probably, by and large, more familiar with Herbert Read's views on art education than others in our field. One would expect that you are also generally more sympathetic with his theoretical orientation as well as more aware of the relevance of his work to current educational concerns. This essay will focus on the historical basis of Read's moral ideas, and their implications for the work that lies ahead for this group of socially concerned art educators.