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Title
Social gravities and artistic training paths. The artistic vocation viewed through the prism of the concept of temporal form of causality
Author
SourceEuropean journal for Research on the Education and Learning of Adults 6 (2015) 2, S. 191-209 ZDB
Document
License of the document In copyright
Keywords (German)Biografieforschung; Bildungsbiografie; Identität; Kausalität; Beruf; Berufung; Kunsthochschule; Hochschulabsolvent; Ethik; Modell; Selbstverwirklichung; Autobiografie; Interview; Empirische Untersuchung; Französischsprachige Schweiz
sub-disciplineAdult Education / Further Education
Document typeArticle (journal)
ISSN2000-7426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This contribution is based on a previous research dedicated to the life paths of art school graduates whose empirical data consisted of 13 autobiographical interviews. It cuts these paths into biographical periods and attempts to throw light on the relationships they have between each other. This contribution starts from an observation: in spite of candidates being admitted to an art school and obtaining the same degree, their artistic vocations take several different directions and are highly polarized in terms of social origins. This article brings out this dichotomy through the concept of temporal form of causality. It highlights biographical logics that determine the achievement of the artistic project by articulating archaeological and procedural analysis of the biographies, and it points out a certain number of social gravities that find their origin in the social space and that become significant over the life paths. (DIPF/Orig.)
other articles of this journalEuropean journal for Research on the Education and Learning of Adults Jahr: 2015
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Date of publication13.11.2015
Suggested CitationPita Castro, Juan Carlos: Social gravities and artistic training paths. The artistic vocation viewed through the prism of the concept of temporal form of causality - In: European journal for Research on the Education and Learning of Adults 6 (2015) 2, S. 191-209 - URN: urn:nbn:de:0111-pedocs-114562 - DOI: 10.3384/rela.2000-7426.rela0146
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