Towards a radical pedagogy: Provisional notes on learning and teaching in art & design

International Journal of Art and Design Education

Volumn 22, Issue 1, 2003, Pages 47-57

  Danvers, John ^a  

^a NONE

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[No Author keywords available]

Indexed keywords

EID: 33745279699     PISSN: 14768062     EISSN: 14768070     Source Type: Journal    
DOI: 10.1111/1468-5949.00338     Document Type: Article

References (14)

1. Applebee provides an interesting slant on analogical approaches to education in his book: Curriculum as Conversation. The ideas of Paolo Freire (particularly his analysis of power relations in education and the potential of learning to empower individuals and groups-especially disadvantaged and marginalised peoples)ought to be more widely discussed and tested in programmes of study. Applebee, A. (1996) Curriculum as Conversation. University of Chicago Press.
2. Freire, P (1985) The Politics of education: Culture, Power and Liberation. Macmillan.
3. John Dewey, in Democracy and Education, suggests the following definition of education: 'It is that reconstruction or re-organisation of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experiences'. In other words it is about empowerment, the making of meaning, and transformation.
4. Dewey, J. (1966) Democracy and Education: An Introduction to the Philosophy of Education. Free Press, N.York.
5. Dewey, Merleau-Ponty, Richard Ftarty, Foucault, Derrida and others all emphasise the importance of the conditional nature of knowledge. They all argue, from different perspectives, against notions of absolute truth, and in favour of the endless revisibilityof knowledge.
6. Rorty, R. (1999) Philosophy and Social Hope. Penguin Books.
7. Guy Claxton's ideas about implicit learning and intuition, and Michael Polanyi's writings about 'tacit knowledge', are particularly interesting-suggesting atheoretical framework for art and design education which is still relatively undeveloped.
8. Atkinson, T & Claxton, G. [Eds] (2000) The Intuitive Practitioner. Open University Press.
9. Polanyi, M. (1967) The Tacit Dimension. London: Routledge.
10. Merleau-Ponty argues that human perception is itself a creative process of 'handling the world' -making meanings and making ourselves through transactions with the world and with other beings. Brian Goodwin writes about 'creative emergence' arising from interactions within complex systems. Joseph Beuys and John Cage argue for creativity and transformation as key features of making and participating in art.
11. Merleau-Ponty M. (1976]) The Phenomenology of Perception. London: Routledge.
12. Joe L. Kincheloe and his associates have interesting ideas about research-based learning and the implications for power relations in educational institutions.
13. Steinberg, S. & Kincheloe, J. [Eds] (1998) Students as Researchers: Creating Classrooms that Matter, London: Falmer Press.
14. As well as the other writers mentioned elsewhere in the paper the following have interesting things to say about knowledge: Foucault -on 'discursive practices'; Paul Feyerabend and Thomas Kuhn -on scientific knowledge; Nelson Goodman -on 'constructivist' ideas of knowledge; Lyotardon knowledge, modernism and postmodernism.