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

By Peter Abbs

Instantly provocative and inspiring, opposed to the Flow is a piece of polemic from an across the world 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 method as being inimical to creativity and genuine studying and in its place, narrowly fascinated about the quantitative measuring of effects. This absence of an artistic and moral size in schooling has implications for paintings making in wider society. artwork is proven as rising from, and attractive 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 concerning the very important strength of creativity in glossy schooling. Drawing on examples from sleek poetry, literature and visible paintings, it's an eloquent and passionate argument for the necessity to enhance moral and aesthetic energies to confront the turning out to be vacuity of latest tradition.

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Example text

The panel congratulated me and the interview was over. Extraordinary! But equally quirky was the fact that I had had no experience of any art form either. Throughout the whole of my education, I had never picked up a paint brush, never buried my hands in clay, never touched a musical instrument, improvised a play, composed a poem or moved my body to the rhythms of dance. For the most part I was an insignificant sleepwalker drifting through the dark night of prescriptive education. The paradigm of progressive education described below passed me by entirely.

They have become the compliant civil servants of the status quo, rather than authentic educators, ironically closer to the standardising imperatives of the global multinationals than to the subtle individuating imperatives of the educational pursuit engendered by Socrates. If this is true, it is impossible to quantify the loss or begin to articulate its long-term consequences for the human spirit. ’ Such a hope and such a desire for freedom must also provide the political and spiritual energy for the renewal of authentic THE ARTS AND POSTMODERN CULTURE 25 teaching.

Such a hope and such a desire for freedom must also provide the political and spiritual energy for the renewal of authentic THE ARTS AND POSTMODERN CULTURE 25 teaching. This calls for nothing less than a revolution in both current thinking and practice. The chances are it will not happen; but it is also true that the power of the spirit works in startling ways and what is repressed now, constellating in the unconscious, can suddenly be released and transform what, until that unpredicted historic moment, looked like the inevitable and unchanging state of things.

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