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Workshop „Digitalization“
Part 1: 

What is it all about? 

„Arts,Aesthetic and Cultural Education“ 

in a nutshell
International Winterschool „Spectra of Transformation“
Akademie für Schultheater und performative Bildung
Nuremberg, Feb 21, 2017
Prof. Dr. Benjamin Jörissen
Lehrstuhl für Pädagogik mit dem Schwerpunkt
Kultur, ästhetische Bildung und Erziehung
http://joerissen.name
benjamin@joerissen.name
theoretical concepts/definitions …
do not define a field
but
offer a way to see (construct) a field
by means of (preferably applicable)
criteria of inclusion as well as exclusion.
theoretical concepts/definitions …
do not define a field
but
offer a way to see (construct) a field
by means of (preferably applicable)
criteria of inclusion as well as exclusion.
conceptual politics
1.
basic and transformative learning 

(education in the sense of „Bildung“)
education (and learning)
The following slides propose to distinguish
between basic forms of learning as a process of
gaining theoretical and practical knowledge
(knowing what, knowing how) and complex
forms of learning as a process of reframing,
thus as a transformation of what has been
learned (i.e., self-reflexion, orientational
knowledge in terms of ethical, critical,
aesthetical etc. judgement).
framing
S ➔ Response
framing
raming
Bateson Stimulus-Response = „S-R“
Learning 0 static connection (no learning)
Learning I builing up habits
Learning II changing habits (flexibilization)
Learning III changing self-reference
Bateson, Gregory. "The logical categories of learning and communication." 

Steps to an Ecology of Mind (1972): 279-308.
Bateson stimulus-discrimination
Learning 0 static connection (no learning)
Learning I builing up habits
Learning II changing habits (flexibilization)
Learning III changing self-reference
Bateson, Gregory. "The logical categories of learning and communication." 

Steps to an Ecology of Mind (1972): 279-308.
Bateson stimulus-discrimination
Learning 0 static connection (no learning)
Learning I builing up habits
Learning II changing habits (flexibilization)
Learning III changing self-reference
„learning“: knowing what & how
„education“ (german „Bildung“): orientational, 

„negative“, critical, transformational knowledge
2.
„arts“ and „culture“
„arts“ (and „culture“)
Culture as (empirically) reconstrucable forms
enabling as well as arising from iterative social
practices, manifesting themselves in individual
and collective symbolic forms of articulation.
Arts as a „self-referential“ part of culture,
where cultural forms are „objectified“, staged,
and made reflectively accessible to the
senses.
Examples:
mythological narrations and cave paintings staging the implicit
cosmologies of a culture, making them visible and thus a matter of
interpretation
ancient theatre and drama staging myths (aesthetically reflecting and
commenting upon their formal aspects), but staging as well world-
views of their contemporary culture
renaissance art developing central perspective techniques reflecting
the transformed post-medieval relation of individual and world, as
well as literally and performatively putting the individual in this new
position (as a the constructive centre of the painting)
modern and contemporary arts as mostly self-reflexive aesthetic
discourses upon the relations of arts to arts, culture, and society
3.
„arts education“
(putting 1. and 2. together)
informal, and (non-) formal learning processes
related to
aesthetic practices, processes and manifestations of the
reflection of cultre
that aim towards transformative forms of learning
in the sense of builing up reflexive, critical, orientational
knowledge, enabling self-determination and articulation
in, through, and about „arts“.
„arts education“ as …
„arts education“ as …
„that aim towards transformative forms of learning“
… means that not every kind of teaching and learning involved has actually to represent a
complex and transformative form of learning, but the aims and goals of arts education have to
be set to transformative learning in order to be counted as arts education.
This definition expresses the overarching meaning of arts education with relation to the
Seoul Agenda, setting the focus on higher, transformative, reflexive goals of education.


This means that e.g. mere mechanical or technical training does not count as arts education.
Workshop „Digitalization“
Part 1: 

What is it all about? 

„Arts,Aesthetic and Cultural Education“ 

in a nutshell
International Winterschool „Spectra of Transformation“
Akademie für Schultheater und performative Bildung
Nuremberg, Feb 21, 2017
Prof. Dr. Benjamin Jörissen
Lehrstuhl für Pädagogik mit dem Schwerpunkt
Kultur, ästhetische Bildung und Erziehung
http://joerissen.name
benjamin@joerissen.name
(appendix on the terms „in, through and about“)
„learning in, through, about, with“ arts
Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International
Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x
medium-

specific
medium-

neutral
convergent divergent
in through
withabout
„learning in, through, about, with“ arts
Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International
Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x
medium-

specific
medium-

neutral
convergent divergent
in through
withabout
„learning in, through, about, with“ arts
Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International
Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x
medium-

specific
medium-

neutral
convergent divergent
in through
withabout
A mere learning „with“ the arts, not focusing on arts nor
on aesthetic learning or the means of aesthetic learning,
should be excluded in order to gain a more purposeful
and decisive working definition of „arts education“.

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Workshop Part 3: Excursus - What is it all about? Arts, Aesthetic and Cultural Education in a Nutshell

  • 1. Workshop „Digitalization“ Part 1: 
 What is it all about? 
 „Arts,Aesthetic and Cultural Education“ 
 in a nutshell International Winterschool „Spectra of Transformation“ Akademie für Schultheater und performative Bildung Nuremberg, Feb 21, 2017 Prof. Dr. Benjamin Jörissen Lehrstuhl für Pädagogik mit dem Schwerpunkt Kultur, ästhetische Bildung und Erziehung http://joerissen.name benjamin@joerissen.name
  • 2. theoretical concepts/definitions … do not define a field but offer a way to see (construct) a field by means of (preferably applicable) criteria of inclusion as well as exclusion.
  • 3. theoretical concepts/definitions … do not define a field but offer a way to see (construct) a field by means of (preferably applicable) criteria of inclusion as well as exclusion. conceptual politics
  • 4. 1. basic and transformative learning 
 (education in the sense of „Bildung“)
  • 5. education (and learning) The following slides propose to distinguish between basic forms of learning as a process of gaining theoretical and practical knowledge (knowing what, knowing how) and complex forms of learning as a process of reframing, thus as a transformation of what has been learned (i.e., self-reflexion, orientational knowledge in terms of ethical, critical, aesthetical etc. judgement).
  • 7. Bateson Stimulus-Response = „S-R“ Learning 0 static connection (no learning) Learning I builing up habits Learning II changing habits (flexibilization) Learning III changing self-reference Bateson, Gregory. "The logical categories of learning and communication." 
 Steps to an Ecology of Mind (1972): 279-308.
  • 8. Bateson stimulus-discrimination Learning 0 static connection (no learning) Learning I builing up habits Learning II changing habits (flexibilization) Learning III changing self-reference Bateson, Gregory. "The logical categories of learning and communication." 
 Steps to an Ecology of Mind (1972): 279-308.
  • 9. Bateson stimulus-discrimination Learning 0 static connection (no learning) Learning I builing up habits Learning II changing habits (flexibilization) Learning III changing self-reference „learning“: knowing what & how „education“ (german „Bildung“): orientational, 
 „negative“, critical, transformational knowledge
  • 11. „arts“ (and „culture“) Culture as (empirically) reconstrucable forms enabling as well as arising from iterative social practices, manifesting themselves in individual and collective symbolic forms of articulation. Arts as a „self-referential“ part of culture, where cultural forms are „objectified“, staged, and made reflectively accessible to the senses.
  • 12. Examples: mythological narrations and cave paintings staging the implicit cosmologies of a culture, making them visible and thus a matter of interpretation ancient theatre and drama staging myths (aesthetically reflecting and commenting upon their formal aspects), but staging as well world- views of their contemporary culture renaissance art developing central perspective techniques reflecting the transformed post-medieval relation of individual and world, as well as literally and performatively putting the individual in this new position (as a the constructive centre of the painting) modern and contemporary arts as mostly self-reflexive aesthetic discourses upon the relations of arts to arts, culture, and society
  • 14. informal, and (non-) formal learning processes related to aesthetic practices, processes and manifestations of the reflection of cultre that aim towards transformative forms of learning in the sense of builing up reflexive, critical, orientational knowledge, enabling self-determination and articulation in, through, and about „arts“. „arts education“ as …
  • 15. „arts education“ as … „that aim towards transformative forms of learning“ … means that not every kind of teaching and learning involved has actually to represent a complex and transformative form of learning, but the aims and goals of arts education have to be set to transformative learning in order to be counted as arts education. This definition expresses the overarching meaning of arts education with relation to the Seoul Agenda, setting the focus on higher, transformative, reflexive goals of education. 
 This means that e.g. mere mechanical or technical training does not count as arts education.
  • 16. Workshop „Digitalization“ Part 1: 
 What is it all about? 
 „Arts,Aesthetic and Cultural Education“ 
 in a nutshell International Winterschool „Spectra of Transformation“ Akademie für Schultheater und performative Bildung Nuremberg, Feb 21, 2017 Prof. Dr. Benjamin Jörissen Lehrstuhl für Pädagogik mit dem Schwerpunkt Kultur, ästhetische Bildung und Erziehung http://joerissen.name benjamin@joerissen.name
  • 17. (appendix on the terms „in, through and about“)
  • 18. „learning in, through, about, with“ arts Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x medium-
 specific medium-
 neutral convergent divergent in through withabout
  • 19. „learning in, through, about, with“ arts Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x medium-
 specific medium-
 neutral convergent divergent in through withabout
  • 20. „learning in, through, about, with“ arts Lindström, L. (2012).Aesthetic Learning About, In,With andThrough the Arts:A Curriculum Study. International Journal of Art & Design Education, 31(2), 166–179. http://doi.org/10.1111/j.1476-8070.2012.01737.x medium-
 specific medium-
 neutral convergent divergent in through withabout A mere learning „with“ the arts, not focusing on arts nor on aesthetic learning or the means of aesthetic learning, should be excluded in order to gain a more purposeful and decisive working definition of „arts education“.