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TitelStruggling with the recurring reduction of being to knowing. Placing thin hope in aesthetic interventions
Autor
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 10 (2019) 2, S. 185-199 ZDB
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Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Erwachsenenbildung; Ästhetische Bildung; Ästhetik; Kulturelle Bildung; Kunsterziehung; Ästhetische Erfahrung; Problem; Problemstellung; Moderne
TeildisziplinErwachsenenbildung / Weiterbildung
Sonstige
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):This article explores how aesthetic gestures, experiences, interventions might help us make visible certain problematic, enduring, and historically contingent aspects of the troubling ways of being in which we, modern/Cartesian subjects exist in the world. The article does not seek to ultimately suggest some pedagogical strategies or approaches that will help us deconstruct/dismantle these problematic aspects. Instead, it proposes that the common way in which we imagine solutions to our problems, is the very way, through which these problems are being created in the first place. The text pays particular attention to two problematic constitutive characteristics of the modern/Cartesian subject. First is the reductivist insistence on having our being reduced to knowing (Andreotti, 2016) that results in having our relationship to the world mediated (exclusively) through knowledge. Second is our insistence on being able to see/sense/experience ourselves only as separate, presumably autonomous, individuals that ultimately ends up producing us as such. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftEuropean journal for Research on the Education and Learning of Adults Jahr: 2019
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Eintrag erfolgte am19.09.2019
Empfohlene ZitierungSusa, René: Struggling with the recurring reduction of being to knowing. Placing thin hope in aesthetic interventions - In: European journal for Research on the Education and Learning of Adults 10 (2019) 2, S. 185-199 - URN: urn:nbn:de:0111-pedocs-178197
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