Not Taking for Granted What We Do With Drama: Aesthetic Distancing and its Ethical Implications for Alternative and Educational Activities

Authors

  • Kate Katafiasz Newman University

Keywords:

Educational alternatives, progressive education, alternative education, difference, educational theory, educational philosophy, home education, education policy

Abstract

What is “aesthetic distancingâ€? Why should it concern alternative educators, and ethics committees who sanction performative work with vulnerable young people? We might begin by unpacking the term “aesthetic.†Etymologically the term derives from the ancient Greek term aisthanomai, which means “I perceive, feel, or senseâ€; so aesthetics pertain to the way we physically experience the world by seeing, hearing, touching, tasting, and smelling it. Philosophically the term has come (via Baumgarten and Kant) to describe the way that artists of different “schools†organise the senses in certain, telling ways. For instance the Cubist Aesthetic radicalised the representation of form by making it possible to view different perspectives of an object at the same time....

References

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Bird, C. (2013). Chamber piece. London: Oberon.

Butler, J. (1993). Bodies that matter. New York: Routledge.

Crouch, T. (2009). The author. London: Oberon

Dolar, M. (2006). A voice and nothing more. Cambridge MA: MIT Press.

Heathcote, D. (1991). Collected writings on education and drama. Evanston IL: Northwestern University Press.

Katafiasz, K. (2013). Dramatic leadership. In L. Melina (Ed.) The embodiment of leadership. San Francisco: Jossey-Bass.

ZupanÄiÄ, A. (2008). The odd one in: On comedy. Cambridge MA: MIT Press.

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Published

2018-02-20

Issue

Vol. 7 No. 1 (2018)

Section

Other Contributions

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