| Figures | ||
| 1 | The structure of identity. | 9 |
| 2 | Single-loop and double-loop learning. | 11 |
| 3 | Starry Night, Vincent Van Gogh (Photo by Universal Images Archive/Getty Images/Ideal Image). | 29 |
| 4 | City of Books (by Yannis Kokkos). | 42 |
| 5 | Sketch 1 (from Freire, 1974, p. 56). | 96 |
| 6 | Sketch 2 (from Freire, 1974, p. 58). | 96 |
| 7 | Sketch 3 (from Freire, 1974, p. 66). | 97 |
| 8 | Elderly woman’s hands. | 104 |
| 9 | Yosemite Valley, 1866, Albert Bierstadt (Photo by Sepia Times/Getty Images/Ideal Image). | 105 |
| 10 | Interrelations between the theoretical views that have informed the formulation of the method “Transformative Learning through Aesthetic Experience” (TLAE). | 124 |
| 11 | Barker, Irish Immigrants (Victoria Art Gallery, Bath and North East Somerset Council/Bridgeman Images). | 151 |
| 12 | Model of Norman Rockwell painting The Problem We All Live With, next to painting Stockbridge, Mass., on July 16, 2016 (Photo by Timothy Tai for The Boston Globe via Getty Images/Ideal Image). | 168 |
| 13 | The School of Athens, 1509–1511, Raphael (1483–1520), Apostolic Palace, Vatican. (Photo by Fine Art Images/Heritage Images/Getty Images/Ideal Image) | 175 |
| Tables | ||
| 1 | First phase: Give looking time. | 30 |
| 2 | Correlation between points of view, critical questions and works of art. | 174 |
Figures and Tables
In: Exploring Art for Perspective Transformation
Author:
Alexis Kokkos
Alexis Kokkos
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Search for other papers by Alexis Kokkos in
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