By John Baldacchino (auth.), John Baldacchino (eds.)
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Additional resources for Art’s Way Out: Exit Pedagogy and the Cultural Condition
Where does it stand in terms of its forebears and contemporaries? And why should it fare with any other artwork? Yet the questions that it raises are not coterminous with the questionability raised from that of its context—be it art-historical or stylistic. Somehow the questions it raises are reassuring, if it were viewed through the chiasmus by which one could see how the questionability of Le Douanier’s art necessitates the questioning by which art cannot be questioned. ” That factor in a work of art which enables it to transcend reality certainly cannot be detached from style; but it does not consist of the harmony actually realised, of any doubtful unity of form and content, within and without, of individual and society; it is to be found in those features in which discrepancy appears: in the necessary failure of the passionate striving for identity.
Assuming that the present argument—as it starts from the two points, of learning and art—begins with a task to investigate, another warning of Benjamin’s must be heeded. ” In Benjamin’s line of argument this serves as cue to investigating what the origin implies and what essence it portends: 28 CHILDHOOD’S GRAMMAR The authentic—the hallmark of origin in phenomena—is the object of discovery, a discovery which is connected in a unique way with the process of recognition. And the act of discovery can reveal it in the most singular and eccentric of phenomena, in both the weakest and the clumsiest experiments and in the overripe fruits of a period of decadence.
1 Understood in terms of the Latinised pedagogía, we often make of pedagogy a method of teaching the child. However we should keep in mind the notion of agôn as foundational to the other Greek term paidagogéo—a term which, unfortunately, in English lost its original meaning to the rather brutish notion of the pedagogue, when in effect it should belong to the notion of a leader and facilitator. As understood in its Greek meaning, pedagogues facilitate a journey that takes place on the grounds of the same agôn over which, as members of a community, we share being through processes of learning and doing.
Art’s Way Out: Exit Pedagogy and the Cultural Condition by John Baldacchino (auth.), John Baldacchino (eds.)