t. Powell: didactic aesthetics: Online International Doctoral Research Conference in Education 2020

Описание: 'didactic aesthetics' - a paper being presented as part of the Online International Doctoral Research Conference in Education, on the 8th of July, 2020.

t. Powell, the University of Winchester, UK.

Biography:
PhD Research student at the University of Winchester. Currently working on "minor didactics", my thesis concerning didactics, aesthetics and education.

Previously graduated BA (Hons) Education Studies and MA Modern Liberal Arts from the University of Winchester.
Supervisors: Dr. Emile Bojesen and Dr. Marie Morgan

Thank you for watching my presentation; feel free to leave a comment below if you have any questions about my topic.


Abstract:
This paper engages with recently published essays on the topic of aesthetic education, primarily in the context of philosophy of education. With a view toward countering the scientification of knowledge and research, as was described by Jean-François Lyotard in The Postmodern Condition, I will make the case that a contemporary mode of didactic aesthetic education is one way in which this potential may be realised. This combination of didactics and aesthetics lies not in the necessity to codify or rationalise; rather, the acknowledgement of education as a means of teaching qua intention. With particular focus upon the original works and subsequent research concerning the theories of both Lyotard and Gilles Deleuze & Félix Guattari, I shall argue that their philosophical concepts of differend and rhizome can offer a means to conceiving of a transdisciplinary didactic education, and, more specifically, an opportunity to highlight sometimes overlooked educational dimensions of art and aesthetics.


References:

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Deleuze, G. & Guattari, F. (1987) A Thousand Plateaus: Capitalism and Schizophrenia Minneapolis: University of Minnesota Press.

Freire, P. (1973) Education for Critical Consciousness New York: Continuum.

Guilherme, A. & Souza de Freitas, A.L. (2018) ‘Discussing education by means of metaphors’. Educational Philosophy and Theory, 50(10), pp.947-956.

Hamilton, D. (1999) ‘The pedagogic paradox (or why no didactics in England?)’. Pedagogy, Culture and Society, 7(1), pp.135-152.

Hopmann, S. (2007) ‘Restrained Teaching: the common core of Didaktik’. European Educational Research Journal, 6(2), pp.109-124.

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Lyotard, J-F. (1986) The Postmodern Condition: a report on knowledge Manchester: Manchester University Press.

Lyotard, J-F. (1988) The Differend: Phrases in Dispute Manchester: Manchester University Press.

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Peters, M.A. (2012) ‘Gilles Deleuze’s ‘societies of control’: From disciplinary pedagogy to perpetual training’, in Peters, M.A. (ed.) Education, Philosophy and Politics: The Selected Works of Michael A. Peters, pp.113-126.

Strom, K.J. (2018) ‘“That’s Not Very Deleuzian”: Thoughts on interrupting the exclusionary nature of “High Theory”’. Educational Philosophy and Theory, 50(1), pp.104-113.

Swartz, D. (2017) ‘A Critique of Doubt: Questioning the Questioning Method as a Means of Obtaining Knowledge’. The Journal of Aesthetic Education, 51(2), pp.40-52.