Pedagogical Explorations In A Posthuman Age

This book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism. At the core of the issue, the author argues, creativity in art education is being co-opted to serve the purposes of current economic trends towards designer capitalism. Using an East meets West approach, jagodzinski draws on Deleuze and Guattarian philosophy to explore visual and popular culture in Korean society, addressing the tensions that exist between designer education and art that explores the human condition. In doing so, he challenges art educators to envision a new paradigm for education which questions established media ontologies and incorporates new ways to confront the crisis of the Anthropocene.

This book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism. At the core of the issue, the author argues, creativity in art education is being co-opted to serve the purposes of current economic trends towards designer capitalism. Using an East meets West approach, jagodzinski draws on Deleuze and Guattarian philosophy to explore visual and popular culture in Korean society, addressing the tensions that exist between designer education and art that explores the human condition. In doing so, he challenges art educators to envision a new paradigm for education which questions established media ontologies and incorporates new ways to confront the crisis of the Anthropocene.

Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community.

How do we include and develop understandings of those beyond-the-human aspects of the world in social research? Through fifteen contributions from leading international thinkers, this book provides original approaches to posthumanist research practices in education. It responds to questions which consider the effect and reach of posthuman research.

By engaging with education, contemporary art and global sustainability goals, this book connects the artistic way of communication with ecological obligations and social issues and promotes a sense of active citizenship. International, empirical and curricular research presents a case for strong learning communities that take a clear political stand in favour of socially engaged art pedagogies. The main aim of is to show how shared spaces for exchange in the fields of art education and continuous professional development can reflect, inspire and integrate sustainability principles that are becoming crucial in today’s world. The authors propose the idea that coordinated action can lead to a more sustainable future by promoting a sense of community, lifelong learning and confidence in the possibility of changing current conditions. Its three parts combine expertise in visual arts education, education for sustainable development, contemporary art practice and sustainability activism. While Part I focuses on literature in the field and the interrelation of different disciplines, Part II provides concrete examples of professional learning communities and pedagogies that can be used to enrich the field of art education. Finally, Part III presents brief case studies illustrating international projects by contemporary artists, curators, environmentalists and others, providing educators with several inspirational models of concrete and creative action.

This book brings together a collection of multi-disciplinary voices to discuss, debate, and devise a series of ahuman pedagogical proposals that aim to address the challenging ecological, political, social, economic, and aesthetic milieu within which education is situated today. Attending to contemporary calls to decenter all-too-human educational research and practice, while also coming to terms with the limits and inheritances through which such calls are made possible in the first place, this book aims to interrogate, but also invent, what we are calling an ahuman pedagogy. Organized in three main sections — Conjuring an Ahuman Pedagogy, Machinic Re/distributions, and Non-pedagogies for Unthought Futures — this multi-disciplinary experiment in ahuman pedagogies for the age of the Anthropocene offers an experimental – albeit always speculative and incomplete – series of pedagogical proposals that work to unthink and counter-actualize educational futures-as-usual.