An investigation of Kant's and Wittgenstein's ideas and their relevance for art and design education
The philosophical approach that I have taken in my thesis, is an attempt to evaluate the importance of Kant's and Wittgenstein's thinking for art and design practice in education. In order to substantiate my central claim that art and design experience needs to be taken seriously in education, I begin by discussing through Kant's and Wittgenstein' s work some of the major theoretical concerns that appear to underpin aesthetic activity, its experience and thus creative involvement. From this analysis and by developing some of these arguments further, in relation to practical problems,âą I explore and demonstrate in the final part of my thesis some of the factors which determine and account for art and design learning in education. The arguments that I produce, are an attempt to redefine expression and meaning in art and design education in a more precise and accurate way. In this respect, the essential distinctions that I aim to clarify concern some of the issues that affect and establish art and design understanding. In general, my arguments are a defence against considering art and design experience as indeterminate, subjective and simplistic. It is with this in mind, that I challenge the way art and design
Cannatella, Howard
Philosophy
An investigation of Kant's and Wittgenstein's ideas and their relevance for art and design education. The philosophical approach that I have taken in my thesis, is an attempt to evaluate the importance of Kant's and Wittgenstein's thinking for art and design practice in education. In order to substantiate my central claim that art and design experience needs to be taken seriously in education, I begin by discussing through Kant's and Wittgenstein' s work some of the major theoretical concerns that appear to underpin aesthetic activity, its experience and thus creative involvement. From this analysis and by developing some of these arguments further, in relation to practical problems,âą I explore and demonstrate in the final part of my thesis some of the factors which determine and account for art and design learning in education. The arguments that I produce, are an attempt to redefine expression and meaning in art and design education in a more precise and accurate way. In this respect, the essential distinctions that I aim to clarify concern some of the issues that affect and establish art and design understanding. In general, my arguments are a defence against considering art and design experience as indeterminate, subjective and simplistic. It is with this in mind, that I challenge the way art and design
investigation kant wittgenstein idea relevance art_design education philosophical take attempt_evaluate importance kant wittgenstein think art_design practice education order substantiate central_claim art_design experience need take_seriously education begin discuss kant wittgenstein work major_theoretical concern appear underpin aesthetic activity experience thus creative involvement analysis develop_argument relation practical problem explore final_part factor_determine account art_design learn education argument produce attempt redefine expression mean art_design education precise accurate way respect essential distinction aim_clarify concern issue_affect establish art_design understanding general argument defence consider art_design experience indeterminate subjective simplistic mind challenge way art_design