Against the Flow: Education, the Art and Postmodern Culture by Peter Abbs

By Peter Abbs

Straight away provocative and inspiring, opposed to the Flow is a piece of polemic from an the world over revered author and philosopher on arts schooling. Peter Abbs argues that modern schooling ignores the cultured and moral due to being in thrall to such forces because the marketplace economic climate and managerial and useful dictates. He identifies the current schooling approach as being inimical to creativity and real studying and in its place, narrowly taken with the quantitative measuring of effects. This absence of an artistic and moral size in schooling has implications for artwork making in wider society. paintings is proven as rising from, and beautiful to, the ironic postmodernist sensibility and mass media-led tradition, whereas being with out philosophical importance. This e-book opens up a clean and well timed debate in regards to the important energy of creativity in glossy schooling. Drawing on examples from sleek poetry, literature and visible paintings, it truly is an eloquent and passionate argument for the necessity to boost moral and aesthetic energies to confront the starting to be vacuity of latest tradition.

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Extra resources for Against the Flow: Education, the Art and Postmodern Culture

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At the same time, the practical and ideological triumph of science tended to promote a further kind of fallacy: the view that science was the unique and exclusive means for understanding the true nature of all things; that there was one key to understanding the human world and that it lay with the empirical analysis of matter and the law of causation. Thus the tide of materialism came steadily in; its waves continuously eroding the resonance and referentiality of spiritual language. In Matthew Arnold’s Dover Beach, written only eight years after the publication of Darwin’s On The Origin of Species by Natural Selection (1859), a sense of urgent subjective love is put against an objective world which has become increasingly violent and futile.

But the outcome is similar, especially in our insistence on creative play with our inherited cultural resources, in the recognition of human transience and with the art of living, not ironically, but ardently. At the moment, a major figure being reclaimed by postmodernists is the poet-philosopher, Nietzsche, who clearly apprehended the deep dilemmas that now confront western culture, indeed global culture. His prescient work was, in large measure, an attempt to live these dilemmas – at least in the alchemical chambers of his creative intellect – and resolve them with a final affirmation.

I also felt, perhaps rather diffusely, that any concept of education worthy of the name had to engage with the perennial issues relating to freedom, to meaning, to value – however broken the world seemed. Indeed, the more the world was broken THE SPIRITUAL IN ART, CULTURE AND EDUCATION 27 apart the more it demanded from us a counter philosophical and symbolic activity. We had to connect even if it was a matter of logging differences, divisions, distinctions. This chapter, at one level, is a rather personal affair.

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