{"title":"很好但没有必要?对艺术在Kitcher的《世界的主要事业》中的作用的思考","authors":"Alexis Gibbs","doi":"10.1093/jopedu/qhad032","DOIUrl":null,"url":null,"abstract":"\n The manifesto presented in Philip Kitcher's exhaustive appraisal of contemporary American education-and the case for its potential reform-is so wide-ranging that it is not possible to do justice to its every component. Instead, I will speak to one of its parts in an attempt to recognise what I take to be the value of the whole. My aim is to address the section on the role of the arts in formal education, and the nature of aesthetic experience within that, to test whether we can take the arts from their current state of being subject to Adam Smith's model of market utility, to being appreciated for their necessary and organic vitality. Kitcher provides strong arguments for exposure to the arts as leading to invaluable aesthetic experiences for young people. By extension-and at times by contrast-I will explore the possibility that the ‘aesthetic’ in aesthetic education doesn't just come into force with the student's encounter with art works or creative activity in the classroom, but should be integral also to the development of a particular sensibility amongst educators (i.e. the aesthetic education of the educators) for the shape and form of a ‘good’ education, according to its context and circumstance. It is through this sensibility that we might rediscover the necessity of the arts in schools at a time when their importance has been significantly devalued.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Nice but not necessary? Reflections on the role of the arts in Kitcher’s Main Enterprise of the World\",\"authors\":\"Alexis Gibbs\",\"doi\":\"10.1093/jopedu/qhad032\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n The manifesto presented in Philip Kitcher's exhaustive appraisal of contemporary American education-and the case for its potential reform-is so wide-ranging that it is not possible to do justice to its every component. Instead, I will speak to one of its parts in an attempt to recognise what I take to be the value of the whole. My aim is to address the section on the role of the arts in formal education, and the nature of aesthetic experience within that, to test whether we can take the arts from their current state of being subject to Adam Smith's model of market utility, to being appreciated for their necessary and organic vitality. Kitcher provides strong arguments for exposure to the arts as leading to invaluable aesthetic experiences for young people. By extension-and at times by contrast-I will explore the possibility that the ‘aesthetic’ in aesthetic education doesn't just come into force with the student's encounter with art works or creative activity in the classroom, but should be integral also to the development of a particular sensibility amongst educators (i.e. the aesthetic education of the educators) for the shape and form of a ‘good’ education, according to its context and circumstance. It is through this sensibility that we might rediscover the necessity of the arts in schools at a time when their importance has been significantly devalued.\",\"PeriodicalId\":47223,\"journal\":{\"name\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-04-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1093/jopedu/qhad032\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF PHILOSOPHY OF EDUCATION","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jopedu/qhad032","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Nice but not necessary? Reflections on the role of the arts in Kitcher’s Main Enterprise of the World
The manifesto presented in Philip Kitcher's exhaustive appraisal of contemporary American education-and the case for its potential reform-is so wide-ranging that it is not possible to do justice to its every component. Instead, I will speak to one of its parts in an attempt to recognise what I take to be the value of the whole. My aim is to address the section on the role of the arts in formal education, and the nature of aesthetic experience within that, to test whether we can take the arts from their current state of being subject to Adam Smith's model of market utility, to being appreciated for their necessary and organic vitality. Kitcher provides strong arguments for exposure to the arts as leading to invaluable aesthetic experiences for young people. By extension-and at times by contrast-I will explore the possibility that the ‘aesthetic’ in aesthetic education doesn't just come into force with the student's encounter with art works or creative activity in the classroom, but should be integral also to the development of a particular sensibility amongst educators (i.e. the aesthetic education of the educators) for the shape and form of a ‘good’ education, according to its context and circumstance. It is through this sensibility that we might rediscover the necessity of the arts in schools at a time when their importance has been significantly devalued.
期刊介绍:
Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.