Problems of Art, Problems of Education :: Philosophy Philosophical Essays

Problems of Art, Problems of EducationABSTRACT Some primary(prenominal) postmodern ideas, such as the decay of totality or the dispersion of the subject, are too risky to introduce into the education of youth. However, t here(predicate) are some postmodern ideas though not central ones that could prove cooperative in contemporary education. The hero of this paper is the prefix inter- which (especially in the French philosophers writings) took a new and remarkable meaning by becoming one of the main metaphors of the human condition in the world of culture. The meaning of the prefix inter- can be successfully taught by art, for works of art have always exemplified sum of oscillating in the sphere of the inter- between the concrete and abstraction, detail and generality, freedom and rules, spontaneity and discipline, between Rortys conception of the ironist and the strong poet....the significance of art ineluctably declines and nothing in the current circumstances of civilisation and culture shows that this process would be stopped.S. Morawski, On the Sense of the Newest CreativityThe crisis of education in its cultural prop affects all of us. For we all were or will be connected with education, as pupils and students, parents and teachers. We all stand face to face with the question of its future when the problem how to give rise into a human being in the surrounding world remains unsolved K. Blusz, Education and Liberation1. The crisis character of our Euro-American culture is so generally find that it needs no proofs. Among many different domains of human activity both the contemporary art and the theory of art are found in a hard situation the marks of this plight are the more and more intensive questions about the end of art, anti-art, post-art on the one hand and about the post-aesthetics, anti-aesthetics and an-aesthtics on the other. In the theory of education we can find the same terminological symptoms which (like a rash) testify the same kind o f impotence and illness also here the discussion about the end of pedagogy in the contemporary culture goes (Ricardo Massa) and the predictions of the birth of the new post-pedagogical epoch are made (Hubertus von Schoenbeck).Shoud we, in such situation, hobby the past patterns like, for example, very valuable conception education through art (Herbert Read, Irena Wojnar), ask about the role of the post-art in the post-pedagogy? This way seems to be not especially fruitful.