Art, Disobedience, and Ethics: The Adventure of Pedagogy

Art, Disobedience, and Ethics: The Adventure of Pedagogy

by Dennis Atkinson

Hardcover(1st ed. 2018)

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This book explores art practice and learning as processes that break new ground, through which new perceptions of self and world emerge. Examining art practice in educational settings where emphasis is placed upon a pragmatics of the ‘suddenly possible’, Atkinson looks at the issues of ethics, aesthetics, and politics of learning and teaching. These learning encounters drive students beyond the security of established patterns of learning into new and modified modes of thinking, feeling, seeing, and making.

Product Details

ISBN-13: 9783319626383
Publisher: Springer International Publishing
Publication date: 09/14/2017
Series: Education, Psychoanalysis, and Social Transformation
Edition description: 1st ed. 2018
Pages: 236
Product dimensions: 5.83(w) x 8.27(h) x (d)

About the Author

Dennis Atkinson is Professor Emeritus at Goldsmiths University of London, UK.

Table of Contents


Chapter 1. Restoring Pedagogic Work to the Incipience and Immanence of Learning: Disobedient Pedagogies

Chapter 2. Spinoza and the Challenge of Building a Life

Chapter 3. The Force of Art and Learning: Building a Life

Chapter 4. Whitehead’s Adventure

Chapter 5. Ethics and Politics in Pedagogic Work

Chapter 6. Becoming in the Middle

Chapter 7. The Force of Art

Chapter 8. Pedagogy and Events of Disobedience

Chapter 9. Pedagogic Work: An Ethics of Building a Life

What People are Saying About This

From the Publisher

“In his latest book, Art, Disobedience, and Ethics: The Adventure of Pedagogy, Dennis Atkinson raises the fundamental issues of learning and pedagogy. His questioning of the way in which we understand basic educational processes has been a feature of his work for many years now, and I welcome his latest intervention at this difficult time for the arts in education. Atkinson’s method is to explicate an existing philosophy, often one that is not directly concerned with education, and then apply it to art and educational practices in order to refresh our thinking about what we might otherwise think of as commonplace. For me its major contribution, and therefore its chief value, lies in its skilful and scholarly arguments for the profoundly disruptive power and potential of real learning, whilst yet insisting upon its highly unpredictable and contingent nature.” (Jeff Adams, Professor of Education at the University of Chester, England, and Principal Editor of iJADE)

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