Betwixt and Between
Working Through the Aesthetic in Philosophy of Education: George F. Kneller Lecture, Conference of the American Educational Studies Association Savannah, Georgia, October 30, 2008
Bibliographic Data
| ID | 8924727 |
|---|---|
| Authors | Deanne Bogdan (University of Toronto, corresponding author) |
| Year | 2010 |
| Volume | 46 |
| Issue | 3 |
| Pages | 291-316 |
| Publication date | 2010-06-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131941003799886 |
| OpenAlex | W2031376456 |
| Language | EN |
| References cited | 67 |
At a time when both philosophy of education and the arts are under threat within education, this article inquires into interdisciplinarity as one way of approaching the disciplines of philosophy of education and aesthetics. The article offers a retrospective autobiographical intellectual history and phenomenology of the author's own learning and scholarship within Higher Education in three main areas—philosophy of literature education, women's studies, and philosophy of music education, areas paralleling the three periods of her academic career. One sub-theme of this narrative about the balancing act of working in literature and music through philosophy of education is the author's ongoing resistance to professionalization or disciplinary academic control—of literature, philosophy, and music—while being a critical student of educational theory and practice in these areas—philosophy, literature and music within philosophy of education—of thus being "betwixt and between." Two other themes comprising the article's subtext are "praxis" and "embodiment." The double entendre of the phrase "working through" entails, first, using the arts of literature and music to practise philosophy of education; and secondly, embracing the psychological, ethical, and spiritual introspection that comes with critical engagement of the arts and its discourses. In short, the article aims to reprise some burning philosophical educational questions that have preoccupied its author over the years, questions deemed especially pertinent to the current increasingly diverse membership in the discipline of educational studies
Aesthetics · Higher education · Music education · Pedagogy · Philosophy education · Philosophy of education · Political science · Scholarship · Social science · Sociology · Diverse Music Education Insights · Educational Philosophies and Pedagogies · Ethics, Aesthetics, and Art · Law · Philosophy
Toward a new psychology of women
Sweet Anticipation
After-Education
Art and Answerability
Music, Gender, Education
Powers of Horror
Body Consciousness
Unmarked
Volatile Bodies
Anatomy of Criticism
Playing in the dark
Musicking
Women's ways of knowing
The Critical Path
The Fire and the Sun
Sexual / Textual Politics
Unmarked
Sweet Surrender and Trespassing Desires in Reading
Musical/Literary Boundaries in Northrop Frye
Homer’s Traditional Art
The Resisting Reader
The Methodological Dilemma
Paideia
Glenn Gould
Psychoanalysis and Education
The Teacher’s Vocation
Art and Physics
Cassandra
Changing the Educational Landscape
Femininity and Its Discontents
In a different voice
Queering the pitch
A Deweyan Theory of Democratic Listening
The Fragility of Goodness
Reintegrating Sensibility
Seductions
Situated Knowledges
| Citation velocity | historical |
|---|---|
| Highly cited | No |