Ignoring art academically berger

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This paper argues that Art is the academic faculty of holistic thinking to innovate (Dewy, 1934; Eisner, 2002; Pitcher, 1997), unlike academic subjects, e.g. Algebra or Geometry, which use analytical thinking to establish relations between a subjects’ elements’(Eisner, 2002, pg.76). We will explore the necessity of arts academic inclusion and argue the urgency of learning design and artistic thinking in light of an apparently approaching paradigm shift, i.e. from an information age to a conceptual age (Pink, 2008). Analytical thinking is proposed to have been sufficient in the age of information however it is argued that it alone will be insufficient to “professionally succeed” or to be “personally satisfied” (Pink, 2008, pg.51) in the near future. It is suggested that currently accepted academic subjects are considered to be all too nonhuman and technical, leaving out human elements of innovation and holistic thinking (Noddings, 2002) that is suggested will drive future economies (Adler, 2006; Pink, 2008). World leaders argue for the arts to play a larger more cross curriculum role in education (President’s committee on the Arts and Humanities, 2012) to develop innovative countries with healthy economies and societies. This paper argues Art is the academic faculty of holistic thinking that can successfully bring us forward as an economy and society.

Transcript of Ignoring art academically berger

  • 1. Ignoring Art Academically Christine Anne Berger MFA, MEd Page 1Mullen26 argues such a mechanistic approach to resolving challenges in a continuously changing world is suggested to be insufficient to provide solutions for tomorrows problems. Admiral Mullen6 argues we should rather choose to go small in number before we go hollow in capability and in solving societal conflicts he favours innovation in leaders, in doctrine, in organization and in technology. Both persons notions find support in Clausewitz (1883):Pink argues the urgency of learning design and artistic thinking in light of an approaching paradigm shift, i.e. from analytical to holistic thinking. He argues analytical thinking to be insufficient to professionally succeed or to be personally satisfied(pg.51)1. Noddings7 argues currently accepted academic subjects to be too nonhuman and technical, leaving out human elements of innovation and holistic thinking.Let us now explore arts claim as the academic faculty of holistic thinking for innovation that can help secure a nations economic future.By total assimilation with his mind and life ... [a leaders] knowledge must become genuinecapability. ...we say naturaltalent to distinguish it fromtalent that has been trained by ... study.Clausewitz, pg.1475Innovate!Ignoring Art AcademicallyProf. Christine Berger MFA, MEdIs your child`s whole brain fit for a job in the future?Automation is suggested to be one of mathematics biggest innovations of the past one hundred years. It appears any simple computer can resolve the most difficult calculation faster and more reliably than the brightest mathematicians in this world1. The laws of mathematics, considered one of the academic subjects, have for hundreds of years fundamentally stayed the same. In a world where the source of competing successfully, as a subject, an individual or a business, is argued to be innovation (Adler3, Levitt2) the development of the academic subject of mathematics appears rather stagnant in comparison to the innovative redesigned way of data processing by computers. Pink argues new technologies are proving they can replace human left brains(pg.44)1. Political, business and educational leaders around the world appear to look towards innovation, arguably non-academic, more than to anything else to secure the economic future of nations. Adler argues societal economic success is suggested to be the source of peace between nations by Wertheimer who has combined arts and business to create no less than the simultaneous achievement of outstanding financial success and the creation of peace in the Middle East (pg.493)3.According to such famous educational theorists as Dewey15 and Eisner4 and Managerial experts like Pitcher11, Art is the academic faculty of holistic thinking to innovate, unlike academic subjects, e.g. Algebra or Geometry, which use analytical thinking to establish relations between a subjects elements; i.e. component qualities4.Clausewitz5 argued that knowledge, i.e. experience based information processing, must become genuine capability, the source for innovating successfully.Knowledge must be absorbed into the mind that it almost ceases to exist in a separate, objective way. ... When an architect sits down with pen and paper to determine the strength of an abutment by a complicated calculation the truth of the answer at which he arrives is not an expression of his own personality. ... he selects the data ... submits them to a mental process not of his own inventions ... which applies for the most part mechanically.Clausewitz, pg.1475Photograph by author (2014)of student art work

2. Ignoring Art Academically Christine Anne Berger MFA, MEd Page 2aesthetics, [and the] philosophy ofart. She cites Ruskin to have writ-ten,fine art is the domain in whichthe hand, the head, and the heartgo together, [in] humanitys Finesthour (pg.217)11. Pitcher concludes,N e w R e a l i t i e sPink argues western society hasdeveloped from an Agricultural Ageof farming to an Industrial Age offactory work followed by our currentAge of Information (pg.49)1 filledwith analytical thinking knowledgeworkers (pg.79)10. Pink furtherargues knowledge workers will... in aesthetics thewhole person - willing,feeling, thinking, acting---is restored to usHolistic Thinking...Innovative thinkingInterestingly enough in the followingwell known books on educationaltheory and research, the term holisticthinking cannot be found in the glos-saries:Dewey`s 2008 Democracy andEducation, Freire`s 2000 Pedagogyof the Oppressed, Giroux`s 1997Pedagogy and the Politics of Hope,Eisner`s 2002 The Arts and theCreation of Mind, Greene`s 1995Releasing the Imagination andNoddings`s 2002 Educating MoralPeople.Leeds8, argues left brain thinking tobe sequential, analytical and objec-tivefocusing on the singular andright brain thinking to be nonlinear,intuitive, empathetic and focusingon synthesizing all the informationfrom both sides of the brain. Pinksuggests combining analysis andsynthesis thinking for what he callsusing the whole mind1. DeBonocompares the different types ofthinking as analysis thinking versusdesign thinking and argues thatinformed solutions require both typesof thinking (pg.16)9; what we callhenceforth, holistic thinking.Relevance of ...Holistic ThinkingDrucker argues future success torequire considerable knowledge ofa complex world (pg.225)10. Druckersuggests furthermore that there willbe an abundance of equally edu-catedanalytical workers in the futurejob market from which companieswill choose the best. Companiesappear to be looking for knowledgeworkers with artistic qualities asAdler (pg.491)3 writes, Creating thenext great thing demands constantinnovation; it`s a design task, notmerely an analytical or administrativefunction. Historically, such creativityhas been the primary competence ofartists, not managersPitchers research into what makesa great leader turned her towardsnow need to become creators andempathizers (pg.49)1 in the comingConceptual Age. Adler argues thatthe twenty-first century is the righttime for the cross-fertilization of thearts and leadership (pg.487)3 inbusiness and societal practices. Shefurther cites U.N. Secretary GeneralKofi Annan who implores businessesand creative people to work togetherto co-create societys success(pg.489)3.Information Age...Thinking WorkWith mechanical automation peopleseducational focus went to knowledgetrades, e.g. engineering, accounting,medicine, law and more (Drucker10;In March 2005, Dan Pink1 asserted the MFA is the new MBA. businesses are realizing that the only way to differentiatetheir goods and services in todays overstocked marketplaceis to make their offerings physically beautiful and emotion-allycompelling. Thus the high-concept abilities of an artist areoften more valuable than the easily replicated L-Directed skillsof an entry-level business graduate.Pink1; Adler3). The capital, i.e.information and knowledge, andmotivation, i.e. autonomy, con-tinuouseducation, responsibilityand being treated as an assetrather than a cost, of knowledgeworkers is argued to differ highlyfrom the capital and motivation oflabour workers10. Drucker10 arguesanalytic thinking drove our pastand suggests the necessity to payheed to the developing humanisticmotive drivers. He argues that therise of computer automation willreduce the need for purely analyti-calthinkers, what Pitcher refers toas technocrats (pg.4)11.C o n c e p t u a l A g ePink argues that three factors,i.e. ... abundance of goods ...outsourcing of linear thinking jobsto Asia ... computer technologysautomation, will impose on thedeveloped west a shift from aninformation to a Conceptual Age(pg.49)1. It is suggested that dueto the fast growing number of lowcost knowledge workers in devel-opingcountries, developed coun-triesare under pressure to find thenext economic break-through andinnovation and the creativity thatdrive it are seen as crucial to theprocess (pg.46)12.The growth of theconceptual component ofoutput has brought with itaccelerating demands forworkers who are equipped notsimply with technicalknow-how, but with the abilityto create, analyze, and trans-forminformation and to interacteffectively with others.Greenspan13 3. Ignoring Art Academically Christine Anne Berger MFA, MEd Page 3and...Teaching the arts inconjunction with language, history, and science, with theresult that learning in both the arts and non-artssubjects is reinforced and enhancedThe Presidents committee on the Arts and Humanities, pg.3822Ignoring Art as...an Academic SubjectIt is argued that adding value never is about inputs, i.e. knowledge building as a resource; added value is all about outputs ..., (pg.41)23 i.e. innovative results, e.g. better designed handicapped facilities or improved processes supporting collaboration and teamwork. Andriopolulos and Lowe (2000) argue, ideas are a precious commodity and employees who produce them become sought-after resources meanwhile governments are adapting curricula and calling for creativity across all disciplines (pg.48)12. US Secretary of Education Arne Duncan argues, in the global economy, creativity is essential (pg.48)12. Leaders of the developed countries recognize creativity leads to innovation, and innovation leads to economic growth and Gustina and Sweet conclude that art teachers have a powerful impact on teaching and process in traditionally non-creative [academic] fields (pg.52)12 through the arts academic faculty of innovative holistic thinking.Project Based Arts Curriculum for....Teaching Holistic Thinking?Can art teachers demystify the artistic processes as Green suggests, by reconceptualising art education (pg.80)16 through project based art? An education methodology that teaches for critiArtsand ...Holistic ThinkingArt teaches how to see the interactions among the qualities constituting the whole unlike traditional academic subjects focusing on component qualities (pg.76)4. Due to arts flexible thinking