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001476220 0247_ $$a10.1007/978-3-031-38817-0$$2doi
001476220 035__ $$aSP(OCoLC)1395182055
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001476220 050_4 $$aN84
001476220 08204 $$a707.1$$223/eng/20230829
001476220 1001_ $$aVäkevä, Lauri.
001476220 24510 $$aConsidering Deweyan cultural naturalism as a philosophy of art(s) education :$$brestoring continuity /$$cLauri Väkevä.
001476220 260__ $$aCham :$$bSpringer International Publishing AG,$$c2023.
001476220 300__ $$a1 online resource (167 p.).
001476220 4901_ $$aLandscapes: the Arts, Aesthetics, and Education Series ;$$vv. 35
001476220 500__ $$aDescription based upon print version of record.
001476220 5050_ $$aIntro -- Preface -- Reference -- Contents -- 1 Art(s) and Late Modernity -- 1.1 Collecting NFTs -- 1.2 Living in a Society of Singularities -- 1.3 Aesthetic Valorization of Art -- 1.4 Performing Identity in Late Modernity -- 1.5 The Political Effects of Singularization -- 1.6 Art(s) Education for the Late Modern Society -- 1.7 What's Ahead -- References -- 2 Locating Cultural Naturalism -- 2.1 Three Key Concepts -- 2.1.1 Cultural Naturalism -- 2.1.2 A Philosophy -- 2.1.3 Art(s) Education -- 2.2 Cultural Naturalism as Late Modern Philosophical Perspective
001476220 5058_ $$a2.2.1 The Epistemological Challenge of Modernity -- 2.2.2 Classical Pragmatism, Science, and Philosophy -- 2.2.3 Non-naturalist Criticism of Naturalism and Naturalism's Counter-Strike -- 2.3 Conclusion -- References -- 3 Cultural Naturalist Aesthetics, Philosophy of Art, and Art(s) Education -- 3.1 Cultural Naturalist Aesthetics and Late Modernity -- 3.2 Aesthetic Experience and Art(s) Education -- 3.3 Human Life as an Artifact of Bildung -- 3.4 The Role of Technology in the Artful Formation of Human Selves -- 3.5 Meeting the Challenge of Late Modern Singularization in Art(s) Education
001476220 5058_ $$a3.6 Educational Aesthetics and Artful Education -- 3.7 Putting Educational Aesthetics to Work in Late Modernity -- References -- 4 Post-philosophical Approaches to (the) Art(s) -- 4.1 Post-philosophy and Artful Living -- 4.2 Postmodern Philosophy, (the) Art(s), and the Aesthetic Pursuit of Truth -- 4.3 Philosophy of Art after the End of Art -- 4.3.1 Danto and the End of Art -- 4.3.2 Margolis and Revitalization of Art's Historicity -- 4.4 Is There a Need for a Post-Post-philosophy of Art? -- 4.4.1 Rancière and the Aesthetic Regime of Art
001476220 5058_ $$a4.4.2 Art, Technology, Mediatization, Economy, and Education: From Pseudo-Modernism to Hypermodernity -- 4.4.3 Post-postmodern Theories of (the) Art(s) and Questions of Value: Towards Metamodernism -- References -- 5 Art(s) Education Philosophy for the Late Modernity -- 5.1 From Postmodern to Post-postmodern Art(s) Education -- 5.2 Sustainability and Art(s) Education Philosophy -- 5.2.1 Aesthetic Ecology of Artful Life -- 5.2.2 Art(s) Education and Technological Sustainability -- 5.2.3 Art(s) Education as a Posthumanist Project -- 5.3 Performativity and Art(s) Education
001476220 5058_ $$a5.3.1 Performative Philosophy -- 5.3.2 Performativity in Art(s) Education -- 5.4 Art(s) Education as a Project of 'Doing Universality' -- 5.4.1 World-Centered Art(s) Education -- 5.4.2 Performing Educational Quality -- 5.4.3 Performing Singularity -- 5.5 Conclusion -- References -- Afterword -- References
001476220 506__ $$aAccess limited to authorized users.
001476220 520__ $$aThis book makes a case for cultural naturalism as a basis for a philosophy of art education. It argues for a holistic approach that avoids hard boundaries between artistic disciplines in the educational context, applying cultural naturalism to challenges that are topical for the whole art(s) education field, including challenges related to ecology, social justice, and technological transformation of culture. The book is written in the form of a conditional argument that considers the consequences of cultural naturalism for todays philosophical problem-solving in art(s) education. It contains a systematic and historical analysis of cultural naturalism that support the philosophical reflection of educators and other scholars operative in this field. The result is a late modern reading of Deweyan cultural naturalism that highlights the continuance of key philosophical ideas from the modern to present discourses. The key topics discussed are of particular interest to present-day art(s) educators: ecological sustainability, social justice, and technological transformation of culture. In addition, this book provides an example of pragmatist argumentation, suggesting an alternative to analytical and post-philosophical approaches.
001476220 650_0 $$aArt$$xStudy and teaching$$xPhilosophy.
001476220 650_0 $$aNaturalism.
001476220 655_0 $$aElectronic books.
001476220 77608 $$iPrint version:$$aVäkevä, Lauri$$tConsidering Deweyan Cultural Naturalism As a Philosophy of Art(s) Education$$dCham : Springer International Publishing AG,c2023$$z9783031388163
001476220 830_0 $$aLandscapes ;$$vv. 35.
001476220 852__ $$bebk
001476220 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-38817-0$$zOnline Access$$91397441.1
001476220 909CO $$ooai:library.usi.edu:1476220$$pGLOBAL_SET
001476220 980__ $$aBIB
001476220 980__ $$aEBOOK
001476220 982__ $$aEbook
001476220 983__ $$aOnline
001476220 994__ $$a92$$bISE