Struggling with the recurring reduction of being to knowing. Placing thin hope in aesthetic interventions.

Autor/in	Susa, René
Titel	Struggling with the recurring reduction of being to knowing. Placing thin hope in aesthetic interventions.
Quelle	In: European journal for Research on the Education and Learning of Adults, 10 (2019) 2, S. 185-199Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:17819
URN	urn:nbn:de:0111-pedocs-178197
Schlagwörter	Ästhetik; Ästhetische Bildung; Ästhetische Erfahrung; Moderne; Erwachsenenbildung; Kulturelle Bildung; Problem; Problemstellung
Abstract	This article explores how aesthetic gestures, experiences, interventions might help us make visible certain problematic, enduring, and historically contingent aspects of the troubling ways of being in which we, modern/Cartesian subjects exist in the world. The article does not seek to ultimately suggest some pedagogical strategies or approaches that will help us deconstruct/dismantle these problematic aspects. Instead, it proposes that the common way in which we imagine solutions to our problems, is the very way, through which these problems are being created in the first place. The text pays particular attention to two problematic constitutive characteristics of the modern/Cartesian subject. First is the reductivist insistence on having our being reduced to knowing (Andreotti, 2016) that results in having our relationship to the world mediated (exclusively) through knowledge. Second is our insistence on being able to see/sense/experience ourselves only as separate, presumably autonomous, individuals that ultimately ends up producing us as such. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1