|A.33 | Wednesday, 18 July 2007, 11:00 - 11:30, Room A2 |
|Experimentations with art-education and philosophy: subject,body and contemporaneity
|Major topic: New forms of art education/ art-related teaching concepts
This text deals with the relationship between art, body and subjectivity education. In particular I briefly analyse in this paper some related issues from the point of view of the education of contemporary individuals, focusing on the aesthetics of this education. I try to establish some connections between certain contemporary aesthetic practices and some educational processes, and between the images and the discourses that give shape to the aesthetic experience as well as to the meanings that the individuals construct from those images. Therefore, I place some questions about the complex relationship between aesthetic experience and pedagogical theory in contemporary education to question the subject formation process. All these threads meet and question themselves in a conceptual field that I have called “ pedagogy of affections”. In this conceptual field I say that pedagogy has things to learn from the practice of art in contemporaneity. In this sense, it seems important to confront the questions that emerge from the proximity of two fields: how to conciliate the fluidity and the instability that untie experience with the desire to guide and care for pedagogy? How to make space in the field of pedagogy for works of artists who question reason, morale and the present life styles in very incisive ways, without “pedagogizing” them? These matters lead us to another more general questioning: how to generate new pedagogical practices, capable of dealing with what the present aesthetic practices put into movement in the processes of subject formations? Deleuze refers to the afectos as “new states of feeling”. According to the dictionary, the word affection means “the irregularity that bursts in the regular course of a healthy body”, as well as “the impression that is caused by something else and that causes alteration or change”. The idea of a pedagogy of affections weaves itself from these two conceptions, because it would respond to these irregularities that break out in the present course of our lives, caring for them, for the creation of “new states of feeling” and the understanding of these. The physical component of the affection concept joins the sensitive component of the concept of afecto to outline that the reference mark of a pedagogy of this kind would come from and direct itself towards the corporeal experiences of the individual. This mark of reflections would be a kind of a ground of experimentation with the contemporary perception alterations that make us lose the balance axis of the body, in order to favour the production of new images and discourses that contemplate this experience in the formation processes.