Description

Immediate dispatch from Somerset. Nice book in great condition. Pages in excellent condition. No notes or highlighting. Name in front. See images. Fantastic book.

About the book >.>.> In Western history it was Aristotle who attempted to resolve an apparent con- flict between the arts and philosophy a relationship believed to be unjust by Plato. Aristotle articulated “three kinds of ‘thought’: knowing (theoria) doing (praxis) and making (poesis) the latter including poetry as well as other pro- ductive arts (Sullivan 2000 n.p.). In more recent times. Dewey’s work sug- gests that an aesthetic experience “involves a clear continuity between doings and undergoings; the effort integrates intellect feeling and practical functions; and the overall result is a kind of consummation pervaded by meaning a pre- dominant emotion and practical resolution” (Sullivan 2000 n.p.). While ordi- nary experience would not hold such purpose and integrative aspects for Dewey (1934) works of art held the most promise for exemplifying all of these quali- ties and could provide an aesthetic experience (also see Jackson 1998). Understanding these three forms of thought has always been of interest to arts educators and those interested in accessing the arts as a means to enhance their own understanding of ideas and practices. For both specialists and gener- alists the arts have opened up new possibilities for meaning-making that may have been stifled otherwise. All around us educational researchers are experi- menting with different ways of collecting presenting and representing research and inquiry. In the 1970s. Eisner’s groundbreaking work in educational con- noisseurship and criticism (1979 1991) used examples from the visual arts (and the other arts) as he described the role and practice of educational critics researching educational settings. (LL)