Pedagogy without Pedagogy: Dancing with Living, Knowing and Morale

Autor/in	Chen, Rosa Hong
Titel	Pedagogy without Pedagogy: Dancing with Living, Knowing and Morale
Quelle	In: Educational Philosophy and Theory, 47 (2015) 7, S.688-703 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.914876
Schlagwörter	Teaching Methods; Educational Philosophy; Transformative Learning; Social Change; Violence; Educational History; Foreign Countries; Aesthetics; Role; Moral Values; Moral Development; Dance; Epistemology; Art Education; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Transformation; Sozialer Wandel; Gewalt; History of education; Bildungsgeschichte; Ausland; Ästhetik; Rollen; Moral value; Ethischer Wert; Moralische Entwicklung; Tanz; Erkenntnistheorie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	This article takes its retrospective lead from the oppressive schooling years during the Chinese Cultural Revolution to reflect on the educational significance of artistic activities through considering aesthetic virtues and moral agency cultivated in these activities. Describing an unconventional educational milieu where schooling was deliberately "dismantled", I emphasize the important role that artistic endeavours can play in building a person's aesthetic strength and moral power to overcome the adversity of life, hence for the fuller human development. By blending philosophical discussion with historical manifestation, I stress the less articulated educational discourse that makes dance relevant to the educational formation of epistemic virtues and moral sensibilities. Joining in the emerging efforts to improving the worlds of schools, curricula, and pedagogies, I argue that the contingent integration of different histories, life conditions, and social and cultural discourses are "transformative" sites for pedagogy. Thus, I seek to shed historically fresh light on the ways of thinking of schooling, education, and the arts for hope and possibility to ultimately argue for ways that can speak to the diversity of global societies today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01