A "Nomos" for Art and Design

Autor/in	McGuirk, Tom
Titel	A "Nomos" for Art and Design
Quelle	In: Journal of Research Practice, 7 (2011) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1712-851X
Schlagwörter	Art; Design; Research; Reflection; Relationship; Intellectual Disciplines; Educational History; Philosophy; Research Methodology; Higher Education + Suchen Sie Ihr Suchwort? Arts; Kunst; Forschung; Wechselbeziehung; Geisteswissenschaften; History of education; Bildungsgeschichte; Philosophie; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article examines the relationship between reflecting and making in the context of the new institutional connection between research and art/design. The article argues that while this new dispensation offers exciting possibilities for fruitful cross- and interdisciplinary development, caution is necessary to ensure that the artistic domain retains a level of autonomy within the broader university. For elucidation, the article initially looks to the early history of education in our fields and to Pierre Bourdieu's account of the "early moments of the autonomization of the artistic field," in his critique of the "scholastic disposition." Bourdieu recognises "a repression of the material determinations of symbolic practices" within those early developments: in effect, a repression of those embodied, situated, and practical aspects of art and design production. He regards such repression as a trait of the broader academy, both then and in subsequent and recent periods. The article argues that this attitude still provides the impetus for what James Elkins refers to as "the incommensurability of studio art production and university life." The article further argues that a parity of esteem between reflecting and making is vital not only for the sake of the stability of the fields of art and design but for the ongoing development of the broader university. In this argument the article looks to the work of John Dewey, Martin Heidegger, and Hans-Georg Gadamer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10