Art, Politics, and the Pedagogical Relation

Autor/in	Ruitenberg, Claudia W.
Titel	Art, Politics, and the Pedagogical Relation
Quelle	In: Studies in Philosophy and Education, 30 (2011) 2, S.211-223 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-010-9216-5
Schlagwörter	Art; Politics; Philosophy; Teaching Methods; Intelligence; Learning Processes; Criticism + Suchen Sie Ihr Suchwort? Arts; Kunst; Politik; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz; Klugheit; Learning process; Lernprozess; Kritik
Abstract	In recent years the French philosopher Jacques Ranciere has addressed the predicament of artists and curators who, in their eagerness to convey a critical message or engage their viewers in an emancipatory process, end up predetermining the outcomes of the experience, hence blocking its critical or emancipatory potential. In this essay I consider Ranciere's writing on this topic and draw out the parallels with the predicament of teachers and curriculum designers who have critical and emancipatory objectives. The risk of education that strives for emancipation is that it can become so directive in steering students to the "right" outcomes that it does not leave these students any intellectual room. Ranciere's work is helpful in reminding us that teachers and curricula with explicitly critical, political, emancipatory objectives can defeat their own purposes and become stultifying if they do not leave the student room to use her or his own intelligence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10