CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
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CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
https://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__ation and Lifelong Learning, University of Exeter, where he runs the PGCE art course. His publications have appeared in Innovations in Education and Teaching International, the International Journal of Art and Design Education, The International Encyclopedia of Communication, the Oxford Review of Ed CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__ucation, the Journal of Aesthetic Education, the Journal of Cognitive Education and Psychology, the Journal of Empirical Aesthetics, and the InternatiCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
onal Journal of Education through Art. New articles have been accepted for the Journal of Curriculum Studies and the Journal of Aesthetic Education. Hhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__e gave a keynote address at the M. u. s. E. conference on assessment and creativity in higher art education in Savannah, USA.Contact address:Senior Lecturer, Graduate School of Education, University of Exeter, Heavitree Road, Exeter, EXI 2LU, UK.L.CunliffeC CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__nal of Philosophy of EducationAbstractThis article explores Ludwig Wittgenstein's and Sir Ernst Gombrich's therapeutic turn of thinking in relationshiCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
p to art education. The first section gives an overview of the therapeutic approach that hinges Wittgenstein's and Gombrich's work. The second sectionhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__dissolve some current misunderstandings in art education, which could also open up the possibility of forming an alternative understanding.1WITTGENSTEIN'S AND GOMBRICH'S THERAPEUTIC PROJECTS AND ART EDUCATIONIntroductionLudwig Wittgenstein and Sir Ernst Gombrich were arguably the most important twen CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__tieth century thinkers in their respective fields of philosophy and art. This article explores their thinking in relationship to art education. The fiCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
rst section gives an overview of the therapeutic approach that hinged Wittgenstein's and Gombrich's work. The second section analyses some common themhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__gle issue as connected up to its multi-dimensional background. The final part extends their therapeutic insights to dissolve some misunderstandings in art education, which might also open up a new understanding. Although the article is mainly concerned with fine art, the therapeutic endeavour applie CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__s equally to other areas of art education.The reader needs to keep in mind that the focus of the article is on art education as opposed to practices oCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
f art that are not accountable to reason or needing educational justification. For example, one rationale for an educational process is that it shouldhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__a variety of art, and3 skills and insight for articulating an understanding of art from different cultures and times.1. The Therapeutic ApproachAlthough Wittgenstein and Gombrich were bom and raised in Vienna and ended up living and working in England, they never seem to have met. Had this happened CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__it is likely there would have been some disagreement given Gombrich shared Karl Popper's negative view of Wittgenstein's later philosophy. Even so. thCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
eir work is hinged by what, after Wittgenstein, can be described as a therapeutic turn in thinking as both had the tendency to deal with problems "likhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__erstandings rather than produces an original understanding; the second is preventative and could be positive, as clearing up misunderstandings can create a potential space to establish a more perspicuous understanding: “The problems are solved, not by giving new information, but by rearranging what CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__we have always known" (Wittgenstein, 2001, #109).Wittgenstein and Gombrich had unusual practices. For example, Wittgenstein's later work does not advaCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
nce new theories but is concerned with eliminating misconceptions that cause confusion. Gombrich was not a typical art historian. His range and depth https://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__ay art is made and can be justifiably understood (Gombrich, 1996a). In this respect Gombrich's work manifested a parallel therapeutic purpose to that of Wittgenstein's.Wittgenstein's and Gombrich's motivation to engage in a therapeutic turn in thinking for philosophy and art can be linked to their f CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__ormative years in Vienna where there was an ongoing interest in reconceptualising practices. McGuinness' (1998, p.39) description of the emergence ofCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
psychoanalysis as a "vision of how a problem could (though with great difficulty) be taken up by the roots and put into a quite new way of thinking" rhttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__standing of mind for their respective disciplines.For both thinkers, the operation of mind involved what Wittgenstein (2001, #415) described as "the natural history of human beings" that he tellingly contrasted with natural science, as the latter proves incapable of doing justice to what it means to CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__ be human. The natural history of human beings is played out when a person acquires a culture's picture of the world and its related set of judgments,CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
as: "Commanding, questioning, storytelling, chatting, are as much a part of our natural history as walking, eating, drinking, playing" (Wittgenstein,https://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__it lay in our language and language seemed to repeat it to US inexorably" (Wittgenstein, 2001,5#115). Wittgenstein thought philosophy was not just a tool to be deployed against philosophers who have beguiled people with false, captivating pictures but also one that can usefully aid the philosopher i CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__n everyone (Kenny, 1998), as described in this statement: "Work on philosophy, - like work in architecture in many respects - is really more work on oCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
neself. On one's own conception. On how one sees things. (And what one expects of themJ"(Wittgenstein, 1998, p.24).To break out of captivity, a given https://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__an be illustrated by Wittgenstein's and Gombrich's therapeutic rejection of Freud's belief in psychoanalysis as a science of the mind, while retaining his deeper insight that problems are best surveyed from an alternative point of view. Freud surveyed individual illusions from the wider perspective CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__of unconscious conflicts (Heaton, 2000). Wittgenstein and Gombrich surveyed the illusions that beguile people from the wider perspective of cultural pCUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__
ractices, principally by using genealogy and perspicuity.Wittgenstein (1981, #273) described the role of genealogy and perspicuity for surveying the ihttps://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of Educa CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__tend over a wide domain, for the roots of our ideas reach a long way." Wittgenstein’s description overlaps with Gombrich's (1993, p.161) approach to art: "My ambition is to explain. To6 CUNLIFFE PAPER 2 Wittgom''s_therapeutic_projects_double_spaced_6_sep__https://khothu vien .comWITTGENSTEIN'S AND GOMBRICH'S THERAPEUTICPROJECTS AND ART EDUCATIONLeslie Cunliffe is a Senior Lecturer at the School of EducaGọi ngay
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