Exploring Art for Perspective Transformation

Preface

Acknowledgments

List of Figures and Tables

About the Author

Part 1: Theoretical Review

Introduction of Part 1

1 The Distinctive Nature of Learning for Change

 1 Introduction

 2 Assimilative and Accommodative Learning

 3 What Form Is Transformed?

 4 Transformation of the Identity

 5 Single-Loop and Double-Loop Learning

 6 Τhe Struggle for Hegemony

 7 Banking and Problem-Posing Education

 8 Critical Pedagogy

 9 Transformation Theory

 10 Transformative Learning Theoretical Field

 11 Concluding Remarks

2 Cognitive Theory of Art

 1 Introduction

 2 Art and Growth of Mind

 3 Ways of Employing Art

 4 Cognitive School and Learning for Change

 5 Final Thoughts

3 Aristotle’s Poetics

 1 Introduction

 2 Mimesis and Learning

 3 Defijining Tragedy

 4 Interpretations of Catharsis

 5 The Plot

 6 “Like Ourselves”

 7 The Function of Fear and Pity

 8 Learning, Catharsis, Perspective Transformation

 9 The Form of the Tragedy

 10 Criticism to Entertaining Art

 11 Final Thoughts

4 The Views of John Dewey and Maxine Greene

 1 Introduction

 2 Art as Experience

 3 Final Thoughts

 4 Releasing the Imagination

 5 Final Thoughts

5 The Perspective of Frankfurt School

 1 Introduction

 2 The Critique of Culture Industry

 3 A Case Study: Philadelphia

 4 Art and Emancipation

 5 A Widespread Discourse

 6 Final Thoughts

6 The Legacy of Freire and Gramsci

1 Introduction

2 The Aesthetic Dimension in Freire’s Work

3 Gramsci’s Conception of Popular Art

4 Final Thoughts

7 Alternative Approaches

 1 Introduction

 2 Emancipatory Museum Education

 3 Challenging Issues

 4 Cultural Studies, Critical Literacy, Critical Pedagogy

 5 Giroux’s View on Popular Films

 6 Using Entertainment Media

 7 Discussion

Part 2: The Transformative Learning through Aesthetic Experience (tlae) Method

Introduction to Part 2

8 The Theoretical Foundations and Principles of the Method

 1 Introduction

 2 Aesthetic Experience Is an Important Component of Emancipatory Education

 3 TLAE Is Associated with Learning for Change

 4 Both Adolescents and Adults Can Be Involved

 5 Meaningful Artworks are Addressed to a Wide Range of Learners

 6 TLAE Is Potentially Connected with All the Subject Matters

 7 TLAE Can Be Implemented by a Large Number of Educators

 8 The Educators Function as “Cultural Activists”

 9 Final Thoughts

9 The Stages of TLAE Method

 1 Introduction

 2 First Stage: Determining the Need for Transformative Learning

 3 Second Stage: Participants Express Their Ideas

 4 Third Stage: Constructing a Transformational Strategy

 5 Fourth Stage: Identifying Works of Art and Educational Techniques

 6 Fifth Stage: Exploring the Artworks and Critical Questions

 7 Sixth Stage: Critically Reflecting on Assumptions

 8 Seventh Stage: Defijining and Applying Next Steps

10 Examples of Implementation

 1 First Example: Transforming Prisoners’ Views

 2 Second Example: Challenging Racism in Elementray School

 3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research

11 Inferences Drawn from Application

 1 Introduction

 2 Learners’ Attitude toward TLAE

 3 Can TLAE Contribute to Perspective Transformation?

 4 The Educators’ View on TLAE

 5 Becoming Transformative Educators

 6 Suggestions for the Implementation of TLAE

12 Concluding Reflections

Appendix 1: The Use of Films, Literature and Music

References

Name Index

Subject Index

Artworks Index