Literature and Security: CIA Engagement in the Arts. What Philosophers of Education Need to Know and Why

Autor/inn/en	Gearon, Liam; Wynne-Davies, Marion
Titel	Literature and Security: CIA Engagement in the Arts. What Philosophers of Education Need to Know and Why
Quelle	In: Journal of Philosophy of Education, 52 (2018) 4, S.742-761 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12333
Schlagwörter	National Security; Public Agencies; Case Studies; History; Archives; Art; Literature; International Relations; Public Education; Propaganda; Aesthetics; Educational Philosophy; Political Influences; Citizenship; Primary Sources + Suchen Sie Ihr Suchwort? National territory; Security; Staatsgebiet; Sicherheit; Öffentliche Einrichtung; Case study; Fallstudie; Case Study; Geschichte; Geschichtsdarstellung; Archivwesen; Archiv; Arts; Kunst; Literatur; Internationale Beziehungen; Öffentliche Erziehung; Ästhetik; Bildungsphilosophie; Erziehungsphilosophie; Political influence; Politischer Einfluss; Staatsbürgerschaft; Primärquelle
Abstract	These are broad and expansive themes and so what we wish to do is to provide a perhaps dramatic case study example of state engagement with the arts for political and security purposes. Our critical case is that of the Central Intelligence Agency (CIA) engagement with the arts during the Cold War and newly uncovered archival evidence of the CIA involvement with the writers' organisation which is still thriving today, International PEN. Our argument is that the state security engagement with the arts and literature is an important exemplar of what we term the influence of public education by often covert means, which may derogatively be referred to as propaganda, or what Jameson called the 'political unconscious'. From the archival evidence arising from CIA engagement with the arts we derive three principles of intellectual framing for analysis of the critical aesthetic of philosophy of education: (1) the political aesthetic of security and literature; (2) cultural citizenship as security; (3) the educational ecosystem of literature as securitisation. In sum, we suggest philosophers of education sharpen their treatments of literature in education with more realistic and informed assessments of the aesthetic in political and security contexts. Methodologically, by implication, we think we also make the case for philosophers of education to make greater and more frequent use of primary documentation, particularly archival sources in order to be able to substantiate such sharpened treatments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01