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This volume examines the interface between the teachings of art and the art of teaching, and asserts the centrality of aesthetics for rethinking education. Many of the essays in this collection claim a direct connection between critical thinking, democratic dissensus, and anti-racist pedagogy with aesthetic experiences. They argue that aesthetics should be reconceptualized less as mere art appreciation or the cultivation of aesthetic judgment of taste, and more with the affective disruptions, phenomenological experiences, and the democratic politics of learning, thinking, and teaching. The...

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?

In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the...

This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere's general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular,...

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?

In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student's "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and...

Inoperative Education draws upon the movement in educational philosophy towards a weak philosophy, which does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders inoperative assumptions about the theory-practice coupling so popular in education today. This book presents a challenge to contemporary notions of education as learning, by arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools.

The goal of this book is to outline various forms...

This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere's general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular,...