Problems of Art, Problems of Education :: Philosophy Philosophical Essays

Problems of Art, Problems of EducationABSTRACT Some briny postmodernist ideas, such as the decay of totality or the dispersion of the subject, are too risky to introduce into the grooming of youth. However, there are about postmodern ideas though not central ones that could prove helpful in present-day(a) development. The hero of this paper is the prefix inter- which (especially in the French philosophers writings) took a new and remarkable meaning by becoming one of the main metaphors of the human condition in the world of culture. The meaning of the prefix inter- potty be successfully taught by blind, for works of art have of all time exemplified means of oscillating in the sphere of the inter- between the concrete and abstraction, item and generality, freedom and rules, spontaneity and discipline, between Rortys conception of the ironist and the strong poet....the implication of art inevitably declines and nothing in the current circumstances of cultivation and culture shows that this process would be stopped.S. Morawski, On the Sense of the Newest CreativityThe crisis of education in its cultural dimension affects all of us. For we all were or lead be connected with education, as pupils and students, parents and teachers. We all stand expression to face with the question of its future when the problem how to grow into a human being in the surrounding world remains unsolved K. Blusz, Education and press release1. The crisis character of our Euro-American culture is so generally noticed that it needs no proofs. Among many different domains of human activity both the contemporary art and the theory of art are found in a rocky situation the marks of this plight are the more and more intensive questions about the end of art, anti-art, post-art on the one hand and about the post-aesthetics, anti-aesthetics and an-aesthtics on the other. In the theory of education we can find the same terminological symptoms which (like a rash) testify the same ki nd of impotence and illness in any case here the discussion about the end of pedagogy in the contemporary culture goes (Ricardo Massa) and the predictions of the birth of the new post-pedagogical epoch are made (Hubertus von Schoenbeck).Shoud we, in such situation, following the past patterns like, for example, very valuable conception education through art (Herbert Read, Irena Wojnar), ask about the role of the post-art in the post-pedagogy? This way seems to be not especially fruitful.