John Baldacchino
Biographic Data
| ID | 482199 |
|---|---|
| NAME | John Baldacchino |
| GIVEN NAMES | John |
| FAMILY NAME | Baldacchino |
| SIGNATURE | BALDACCHINO J |
| AFFILIATIONS | University of Dundee |
| ORCID | 0000-0002-6575-3850 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
A subject’s autonomy
This paper looks at autonomy through the dynamic relationship between particularity, experience, and subjectivism in the works of Georg Lukács and John Dewey. While the focus on autonomy appears to be initially focused on the relationship between universality and particularity, the ultimate goal is to then situate the discussion on the horizon of education. Given Dewey’s and Lukács’s common Hegelian lineage, this paper looks at whether they retai…
How far should we go seeking new horizons for education’s autonomy
While the fresh debate on education’s autonomy continues in this special issue as in other forums and venues, new layers of complexity on this theme continue to emerge, just as further nuances are revealed in the course of discussion. Following this welcomed growth in the discussion, and in the spirit of characterizing autonomy—and therefore also education’s autonomy—as it bears polysemic possibilities, we explore in this editorial old and new th…
Education's Autonomy as a Utopian Polysemic Possibility
Formative Autonomy
John Baldacchino's discussion of the concept of autonomy in this article runs on the dual track of the arts and education. His aim is to engage with the notion of autonomy in terms of what human beings invent (through art) and know (through education) by what they share as free and intelligent beings who live convivially. Following Luigi Pareyson's argument that by form one means a living organism endowed by its own legality (and thereby its own …
International Encyclopedia of Art and Design Education
Post-Marxist Marxism: Questioning the Answer
Originally published in 1996, Post-Marxist Marxism is a discussion of realism in a Post-Marxist context. The book argues that this discussion must take two simultaneous routes: recognizing deconstruction as the tool of enquiry to disentangle the insufficiency of contemporary answers in political philosophy and aesthetics, and reclaiming realism to move beyond the Post-Modernist tradition. To answer the issues of realism, the book revisits Lucacs'…
Freedom, aesthetics, and the agôn of living in Maxine Greene's philosophy
Maxine Greene argues that to take a position is to make a choice. This choice is concrete, free and active. It is a matter by which one does philosophy and by which one engages one’s action with the world. More importantly, Greene’s work confirms that we cannot essentialize our choices into a series of experiential reactions. Many seem to forget that choices are active decisions in that they deeply represent our ability to turn experience into fo…
The Métier of Living
In art, what appears to be a condition for change is almost always strategically expedient. This is especially the case when one positions art and change within a prosthetic space. Charles Garoian lays claim to this strategy by posing prosthesis as the fourth dimension that follows a third synthetic stage that dialectically binds a thesis to its antithesis. Re-reading Garoian's claims against the Soviet and Neo-Liberal renditions of Hegel's theor…
Response to Walter Gershon’s Review of Art’s Way Out
Art’s False “Ease”
Willed Forgetfulness
Referees Volume 29
Relative Ignorance’
This essay looks at the relationship between formative aesthetics, language and the historical anticipation that begins with Antonio Gramsci's discussion of Kant's idea of noumenon. In Gramsci both education (as formazione) and aesthetics stem from a concern for power in terms of the hegemonic relations that are inherent to history as a political horizon. The title cites Gramci's suggestion that Kant's noumenon should be read as a proviso set apa…
The Power To Develop Dispositions
This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study …
Art's Gaming Lost
Art in education is failing to fulfill itself as an aesthetic language‐game; instead, it is sublated by the curricular priorities of performativity. Informed by a body‐politic whose edifice transpires cultural totality, the curriculum Is, as Inglis argues, “a map of knowledge”. This map of knowledge substitutes the plurality of language‐games with a partitioning of knowledge. With plurality undermined, the individual is split between a private pe…
Willed Forgetfulness
Art’s False “Ease”
The Power To Develop Dispositions
This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study …
Art's Gaming Lost
Art in education is failing to fulfill itself as an aesthetic language‐game; instead, it is sublated by the curricular priorities of performativity. Informed by a body‐politic whose edifice transpires cultural totality, the curriculum Is, as Inglis argues, “a map of knowledge”. This map of knowledge substitutes the plurality of language‐games with a partitioning of knowledge. With plurality undermined, the individual is split between a private pe…
The Power To Develop Dispositions
This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study …
Referees Volume 29
Relative Ignorance’
This essay looks at the relationship between formative aesthetics, language and the historical anticipation that begins with Antonio Gramsci's discussion of Kant's idea of noumenon. In Gramsci both education (as formazione) and aesthetics stem from a concern for power in terms of the hegemonic relations that are inherent to history as a political horizon. The title cites Gramci's suggestion that Kant's noumenon should be read as a proviso set apa…
Willed Forgetfulness
Response to Walter Gershon’s Review of Art’s Way Out
Art’s False “Ease”
The Métier of Living
In art, what appears to be a condition for change is almost always strategically expedient. This is especially the case when one positions art and change within a prosthetic space. Charles Garoian lays claim to this strategy by posing prosthesis as the fourth dimension that follows a third synthetic stage that dialectically binds a thesis to its antithesis. Re-reading Garoian's claims against the Soviet and Neo-Liberal renditions of Hegel's theor…
Freedom, aesthetics, and the agôn of living in Maxine Greene's philosophy
Maxine Greene argues that to take a position is to make a choice. This choice is concrete, free and active. It is a matter by which one does philosophy and by which one engages one’s action with the world. More importantly, Greene’s work confirms that we cannot essentialize our choices into a series of experiential reactions. Many seem to forget that choices are active decisions in that they deeply represent our ability to turn experience into fo…
Post-Marxist Marxism: Questioning the Answer
Originally published in 1996, Post-Marxist Marxism is a discussion of realism in a Post-Marxist context. The book argues that this discussion must take two simultaneous routes: recognizing deconstruction as the tool of enquiry to disentangle the insufficiency of contemporary answers in political philosophy and aesthetics, and reclaiming realism to move beyond the Post-Modernist tradition. To answer the issues of realism, the book revisits Lucacs'…
International Encyclopedia of Art and Design Education
Education's Autonomy as a Utopian Polysemic Possibility
Formative Autonomy
John Baldacchino's discussion of the concept of autonomy in this article runs on the dual track of the arts and education. His aim is to engage with the notion of autonomy in terms of what human beings invent (through art) and know (through education) by what they share as free and intelligent beings who live convivially. Following Luigi Pareyson's argument that by form one means a living organism endowed by its own legality (and thereby its own …
A subject’s autonomy
This paper looks at autonomy through the dynamic relationship between particularity, experience, and subjectivism in the works of Georg Lukács and John Dewey. While the focus on autonomy appears to be initially focused on the relationship between universality and particularity, the ultimate goal is to then situate the discussion on the horizon of education. Given Dewey’s and Lukács’s common Hegelian lineage, this paper looks at whether they retai…
How far should we go seeking new horizons for education’s autonomy
While the fresh debate on education’s autonomy continues in this special issue as in other forums and venues, new layers of complexity on this theme continue to emerge, just as further nuances are revealed in the course of discussion. Following this welcomed growth in the discussion, and in the spirit of characterizing autonomy—and therefore also education’s autonomy—as it bears polysemic possibilities, we explore in this editorial old and new th…
Sociology (14 works) · Epistemology (11 works) · Philosophy (10 works) · Law (9 works) · Political science (9 works) · Philosophy (8 works) · Aesthetics (7 works) · Pedagogy (6 works) · Psychology (6 works) · Critical Theory and Philosophy (5 works)