0000000000161594
AUTHOR
Marjatta Saarnivaara
Art as Inquiry: The Autopsy of an [Art] Experience
In this article, I explore transgressive experience by embracing my personal encounters with art and life. In accordance with a phenomenological approach, I emphasize immediate experience, description, and analysis of the world as a source of knowledge and understanding. From the perspective both of art education and research, I attempt to show the enslaving effect of conventions. Furthermore, I trace and lay bare the origins of my transgressive experience from a methodological viewpoint by describing and interpreting the moments and threads that link them with time, place, and situations, thus making transparent my actions as a researcher. I travel upstream, first discussing writing, then…
Art Education as a Trap
Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the media age. Any problems that might emerge stem simply from insufficient resources. Instead of continuing what is, probably, a generally known and shared discussion, we want to ask ourselves and others what are the traps art education might conceal, possibly in part under precisely such rhetoric. Our phenomenological perspective emphasises prese…
Dialogi ja vertaisuus mentoroinnissa
Onko tasavertainen dialogi mahdollista mentoroinnissa? Ehdotamme mentoroinnin tarkasteluun mallia, joka auttaa välttämään toisaalta autoritaarisuuden ja hierarkkisuuden, toisaalta naiivit odotukset täydellisestä tasa-arvosta. Tarkastelemme dialogisuuden mahdollisuutta mentoroinnissa kolmella eri tasolla – eksistentiaalisella, episteemisellä ja juridis-eettisellä. Mentorointi voisi parhaimmillaan olla kahden ihmisen välistä vuorovaikutusta, joka perustuu vastavuoroiseen luottamukseen ja toisen tietojen, taitojen ja osaamisen arvostamiseen. Mentoroitavan ja mentorin dialogin lähtökohtana on ennen muuta vastavuoroinen tunnustuksen antaminen eksistentiaalisella tasolla. peerReviewed
Transgressive Learning: A Possible Vista in Higher Education?
A key question for most societies is how to prepare young people for the demands of their future work and life environment. However, as Ronald Barnett (High Educ Res Dev 23(3):247–1260, 2004) remarks, ‘learning for an unknown future calls for an ontological turn from knowledge to being-in-the-world’, which makes its own demands. Being in the world calls for one’s opening up to new experiences, throwing oneself into a state of effort, engagement and inspiration.
From university to working life: mentoring as a pedagogical challenge
PurposeThe purpose of this paper is to scrutinize the transition from university to working life through different theoretical approaches. Inspired by Barnett the paper also asks: What is it to learn for an unknown future? According to Bartlett neither knowledge nor skills are sufficient to enable success in the contemporary world. What is needed are certain kinds of human qualities and dispositions. The paper seeks to introduce two examples that help us to analyse the phenomenon from the perspectives of higher education and working life.Design/methodology/approachThe data consists of an interview on pedagogical practices in actor training and of group mentoring discussions in a teacher com…