The Illumined Mind: Education, Ethics and Art

Brian James Grassom

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Chapter 8 The Illumined Mind

Education, Ethics and Art

in Art â Ethics â Education

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Brian James Grassom

Brian James Grassom
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Art:: Kapitel

Seiten:: 123â137

DOI:: https://doi.org/10.1163/9789004430716_011

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Abstract

The goal of education is thought to be knowledge. But ultimately, education brings to the human mind what the mind really wants, and needs: illumination.

This illumination is essential to the pursuit of knowledge, as well as providing its true fulfilment. It is also the root and origin of ethics.

If the individual seeks illumination, consciously or unconsciously, he or she will naturally pursue the ethical course, in education as in life. And if the educational institution imbibes illumination, its light will be imparted through collegiality. If not â if either the individual or the institution pursue self-interest â then education may be worse than useless.

In todayâs world, as in all ages, the ethical course is not always apparent, and seldom easy. How often in history we have seen the ignorant emboldened, and the wise obscured. Unfortunately, this is as true of education as of any other field.

But, paradoxically, this phenomenon is accepted by the wise as almost the natural course of events. Whereas ignorance is shameless in loud self-exposition, the wise know that illumination will eventually dawn, and often remain silent.

In art, as in life, what is valuable will survive the test of time. Silence will prevail over sound, light over darkness, inner beauty over outer show.

Three philosophers can be summoned to illustrate the slow, steady march of illumination: Spinoza, Emmanuel Levinas, and Karl Jaspers. This chapter will attempt to demonstrate how art, philosophy, and education can and must aspire to ethics: because ethics â as illumination â is actually integral to them all.

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Art â Ethics â Education

Reihe:Â Doing Arts Thinking: Arts Practice, Research and Education, Band: 7

ISBN:: 9789004430716

Verleger:: Brill

Print-Publikationsdatum:: 27 Jul 2020

Fachgebiete
- PÃ¤dagogik
  - Allgemein

Front Matter

Preface

List of Figures

Notes on Contributors

Chapter 1 Introduction

Part 1 Neoliberalism, Education and Creativity

Introduction to Part 1

Chapter 2 The Fabrication of the Chameleonic Citizen of the Future through the Rhetoric of Creativity

Chapter 3 Ethics in Higher Art Education

Part 2 Moral Inquiry and Political Correctness

Introduction to Part 2

Chapter 4 Art for Democracy in Crisis

Chapter 5 Ethics in Aesthetics? How Much Ethics Can Art Tolerate?

Part 3 Non-Sense, Disobedience and Alterity

Introduction to Part 3

Chapter 6 A âMOST AMIABLE UNIONâ

Chapter 7 Meditation on a Glow Stick

Chapter 8 The Illumined Mind

Part 4 Abstention and Disappearance

Introduction to Part 4

Chapter 9 On the Aesthetics of Abstention

Chapter 10 Not in the Name Of: Time and Disappearances in Ethics of Art Education

Part 5 Documenting a Politics of Hatred

Introduction to Part 5

Chapter 11 Photography as Cultural Symptomatology within a Post-Yugoslav Condition

Chapter 12 The Work Speaks for Itself

Part 6 Arts-Based Research, Community and the Environment

Introduction to Part 6

Chapter 13 Ethics of Arctic Sustainable Art

Chapter 14 Lifelong Learning in a Non-Formal Cultural Environment

Chapter 15 Art-Based Research in Vulnerable Educational Contexts

Part 7 Contested Geographies

Introduction to Part 7

Chapter 16 An Ethics of the Archipelago

Chapter 17 Sculpture as Transcultural Education

Chapter 18 The Aesthetics of Migration

Part 8 Animal Ethics, the Anthropocene and Transhumanism

Introduction to Part 8

Chapter 19 Art Pedagogy and Animal Ethics

Chapter 20 Death after Life

Chapter 21 DÃ¼rer as Machine

Part 9 Conclusions

Chapter 22 How to Explore Something Nobody Will Notice

Chapter 23 Art, Ethics and Education

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Chapter 8 The Illumined Mind

Education, Ethics and Art

Abstract

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Art â Ethics â Education

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Art â Ethics â Education