Considering Deweyan cultural naturalism as a philosophy of art(s) education : restoring continuity / Lauri Väkevä.
Väkevä, Lauri.
2023
N84
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Title Considering Deweyan cultural naturalism as a philosophy of art(s) education : restoring continuity / Lauri Väkevä.
Author Väkevä, Lauri.
ISBN 9783031388170
3031388178
303138816X
9783031388163
DOI https://doi.org/10.1007/978-3-031-38817-0
Publication Details Cham : Springer International Publishing AG, 2023.
Language English
Description 1 online resource (167 p.).
Item Number 10.1007/978-3-031-38817-0 doi
Call Number N84
Dewey Decimal Classification 707.1
Summary This 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.
Note Description based upon print version of record.
Access Note Access limited to authorized users.
Series Landscapes ; v. 35.
Available in Other Form Considering Deweyan Cultural Naturalism As a Philosophy of Art(s) Education
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Intro
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

2.2.1 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

3.6 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

4.4.2 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

5.3.1 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

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