Art Education And Cultural Renewal

What good is art? What is the point of a university education? Can philosophers contribute anything to social liberation? Such questions, both ancient and urgent, are the pulse of reformational philosophy. Inspired by the vision of the Dutch religious and political leader Abraham Kuyper, reformational philosophy pursues social transformation for the common good. In this companion volume to Religion, Truth, and Social Transformation, Lambert Zuidervaart presents a socially engaged philosophy of the arts and higher education. Interacting with the ideas of leading Kuyperian thinkers such as Calvin Seerveld and Nicholas Wolterstorff, Zuidervaart shows why renewal in the arts needs to coincide with political and economic transformation. He also calls for education and research that serve the common good. Deeply rooted in reformational philosophy, his book brings a fresh and inspiring voice to current discussions of religious aesthetics and Christian scholarship. Art, Education, and Cultural Renewal is a testament to the practical and intellectual richness of a unique religious tradition, compelling in its call for social solidarity and cultural critique.

The decline of interest in the liberal and fine arts is widely lamented. At issue is why this decline happened and how we might restore qualitative standards by which to live. Arthur Pontynen argues that cultural decline is the consequence of a tragically anti-intellectual academic tradition�and its alternative is the cosmopolitan pursuit of wisdom and beauty. Pontynen writes that the liberal and fine arts are justified by their attempt to understand the material realization of wisdom, of that which is true and good in reality and life. The current decline marks a denial that such qualitative aspirations are realistic. Instead of understanding art as the intellectual pursuit of ontological perfection, perfection is subjectified as willful preference or experience. Consequently, the liberal and fine arts have been displaced by a naturalistic social science and a relational existentialism. This reduction denies qualitive thoughts, words, and deeds. Pontynen establishes that the arts are not obsolete, merely subjectivist, or limited to a brutal (de)constructivism. He argues for a renewed idealism that is neither reductionist, trivializing, or brutalized. Pontynen offers an alternative, global narrative that is both realistic and idealistic; one that permits us to distinguish between the trivial, the brutal, and the profound.

The decline of interest in the liberal and fine arts is widely lamented. At issue is why this decline happened and how we might restore qualitative standards by which to live. Arthur Pontynen argues that cultural decline is the consequence of a tragically anti-intellectual academic tradition--and its alternative is the cosmopolitan pursuit of wisdom and beauty. Pontynen writes that the liberal and fine arts are justified by their attempt to understand the material realization of wisdom, of that which is true and good in reality and life. The current decline marks a denial that such qualitative aspirations are realistic. Instead of understanding art as the intellectual pursuit of ontological perfection, perfection is subjectified as willful preference or experience. Consequently, the liberal and fine arts have been displaced by a naturalistic social science and a relational existentialism. This reduction denies qualitive thoughts, words, and deeds. Pontynen establishes that the arts are not obsolete, merely subjectivist, or limited to a brutal (de)constructivism. He argues for a renewed idealism that is neither reductionist, trivializing, or brutalized. Pontynen offers an alternative, global narrative that is both realistic and idealistic; one that permits us to distinguish between the trivial, the brutal, and the profound.

Art, Culture, and Pedagogy: Revisiting the Work of Graeme Chalmers is an anthology of scholarship and a conversation of international scholars who look back and look forward to the enduring potentialities and possibilities inspired by Graeme Chalmers, and his legacy of critical multiculturalism in art education.

This book is a comprehensive introduction to the theory and practice of Community-Based Art Education (CBAE). CBAE encourages learners to make connections between their art education in a classroom setting and its application in the community beyond school, with demonstrable examples of how the arts impact responsible citizenship. Written by and for visual art educators, this resource offers guidance on how to thoughtfully and successfully execute CBAE in the pre-K–12 classroom and with adult learners, taking a broad view towards intergenerational art learning. Chapters include vignettes, exemplars of practice, curriculum examples that incorporate the National Coalition for Core Arts Standards, and research frameworks for developing, implementing, and assessing CBAE projects. “This is the book I have been waiting for—carefully researched, thought-provoking, and inspiring.” —Lily Yeh, Barefoot Artists Inc. “A practical guide for community-based art education that is theoretically grounded in social justice. Insightful suggestions for working with communities, planning, creating transformative learning, and evaluating outcomes are based in the authors’ deep experience. This book is a timely and welcome volume that will be indispensable to individuals and community organizations working in the arts for positive change.” —Elizabeth Garber, professor emeritus, University of Arizona

This book explores the role that arts and culture can play in supporting global international development. The book argues that arts and culture are fundamental to human development and can bring considerable positive results for helping to empower communities and provide new ways of looking at social transformation. Whilst most literature addresses culture in abstract terms, this book focuses on practice-based, collective, community-focused, sustainability-minded, and capacity-building examples of arts and development. The book draws on case studies from around the world, investigating the different ways practitioners are imagining or defining the role of arts and culture in Belize, Canada, China, Ethiopia, Guatemala, India, Kosovo, Malawi, Mexico, Peru, South Africa, Sri Lanka, Taiwan, Thailand, the USA, and Western Sahara refugee camps in Algeria. The book highlights the importance of situated practice, asking what questions or concerns practitioners have and inviting a dialogic sharing of resources and possibilities across different contexts. Seeking to highlight practices and conversations outside normative frameworks of understanding, this book will be a breath of fresh air to practitioners, policy makers, students, and researchers from across the fields of global development, social work, art therapy, and visual and performing arts education.

"This book examines the effect of postmodern discourse on the content and practice of art in the K-12 schools and university preservice education programs for art teachers ... an education that references and places emphasis upon the economic, political, social, and cultural factors inscribed upon the artworld"--Http://www.naea-reston.org/publications-list.html.

This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.