The Sublime and Education

Carson, Jamin

doi:10.1353/jae.2006.0003

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…This work highlights the importance of aesthetics, in particular the sublime, and suggests that there are alternative communication strategies that can be used to manage an assessment regime. These alternative communication strategies do not always aim to ease and simplify the learning journeys of the students; in contrast, sometimes learning may need to be scary, uncomfortable (Meyer and Land, 2003) and the communications may actually need to accentuate the more sublime aspects of the assessment regime to enhance the students’ learning journey (Carson, 2006; Cavanaugh, 2014). Sometimes the students’ experiences need to be sublime, sometimes the assessment regime needs to appear unstructured and unsupportive and be implicitly communicated by design, and that can be okay.…”

Section: Resultsmentioning

confidence: 99%

“…It is because beauty has been more thoroughly investigated; for example, the aesthetics of beauty in the classroom have been the subject of some really interesting work (Hallman, 1965; Mack, 2013; Uhrmacher, 2009) with regard to the beauty of learning. More specifically, I privilege the Burkean/Kantian interpretation of the sublime or, as Cavanaugh (2014) would put it, the extreme sublime over the more positive interpretations of the sublime that have dominated the literature in the last few years (Carson, 2006; Fawver, 2013; Radford, 2001; Shapshay, 2013), not because it may be more significant but rather because it is more in tune with my personal pedagogy of teaching and my ontology of life. In short, the extreme sublime speaks to me in a very intimate way; thus, hereinafter, when I discuss the sublime, I mean exclusively the Burkean/Kantian version of the sublime, Cavanaugh’s (2014) extreme sublime.…”

Section: An Aesthetic Motivation For Learningmentioning

confidence: 99%

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Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum

Kofinas

2017

Management Learning

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The importance of understanding students' engagement is prominent in higher education. Assessment is a main driver of student engagement, a phenomenon known as backwash. I argue that students' engagement with learning is often driven by an aesthetic motivation. I establish the connections between Burke's (and Kant's) conceptualisation of aesthetics as a dichotomy of beauty and the sublime (which I label the Burkean pendulum) to motivation. I explore the links between this aesthetic motivation and the assessment regime focusing on the Burkean/Kantian sublime and suggest four communication strategies to manage the sublime when it arises in students' education journeys. My contributions are twofold: firstly, I introduce the Burkean Pendulum as a means for educators to reflect on the aesthetic aspects of their designed assessment regimes. Secondly, I propose a framework of communication strategy narratives (Thriller, Horror, Exploration, and Action) that could be used to manage the sublime of the assessment regime.

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Section: Resultsmentioning

confidence: 99%

Section: An Aesthetic Motivation For Learningmentioning

confidence: 99%

Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum

Kofinas

2017

Management Learning

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“…In his article on education and the sublime, Jamin Carson notes that math and science can have sublime aesthetic qualities. 60 According to David Nye, the sublimity of science, engineering, and technology has had a profound impact on American society since the nineteenth centuryin the cases of his analysis, a sublimity fueled by nationalism-but there are other reasons for this effect. 61 An analysis of affordances of CSDTs, in particular those involving fractals, must be informed by the ability of geometric structures to produce astonishment and awe (and thereby inspiration).…”

Section: Interacting With Infinitymentioning

confidence: 99%

African Fractals and Culturally Situated Design Tools: Mathematics Education Through Self-Empowering Technology

Lutzky

2012

Critical Interventions

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“…It includes both pain and pleasure when something begins as fearful but ends up with a perspective of beauty as long as the observer is not personally in danger (Burke 1958;Carson 2006;Kant 1892;Lyotard 1984). Examples are religious ecstasies, revelations, and perceived miraculous events.…”

Section: Wonder and The Sublimementioning

confidence: 99%

The art of silence.

Kowalski¹

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This dissertation argues that the role of silence as essential to experience the full aesthetic beauty of art in a museum setting. Museums have changed their focus due to socio-economic and financial pressures. They have changed from silent "temples" for art conservation and exhibition to places for interactive art education, entertainment, and social gathering. The results of these changes have been both positive and negative. Attendance has increased, enhancing the museum experience, engaging more diverse audiences in museum activities, and dispelling the "elitist" image of the museum. These changes, however, have resulted in the loss of a silent space to quietly experience a personal and emotional connection to art. As the world becomes more urban, noisier, and addictively connected to technology, this study argues the need to include a silent experience in the art museum. This will enhance visitors' aesthetic, emotional, and educational experience with art.This dissertation is divided into seven chapters. Chapters one, two, and three explore the role silence plays in spiritual, aesthetic, and learning engagement. Chapter four examines the singular experience of wonder and its profound influence on the appreciation of art appreciation. Chapters five and six present silence and art from two vi perspectives: how artists reflect silence in their art works, and the silence viewers see in art. The final chapter seven presents a model for a room dedicated for viewing art in silence. This experience would provide an opportunity for visitors to connect personally, deeply, and emotionally with a work of art without influence from others.Each of the chapters cites research examining how silence develops the capacity to observe art with more detail, create a more personal and emotional connection with art, and to experience the beauty of art for its own sake before looking at it from an historical and analytical perspective.Further study is needed to assess the value of a silent experience in an art museum. This study provides evidence that silence can positively affect the visitors' involvement with art. Observing art in silence increases the visitors' ability to discover more detail in a work of art and connect personal experiences with it. In an increasingly noisy world, a silent space removes outside distractions and offers visitors an opportunity to have an emotional connection with the beauty of art.vii

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The Sublime and Education

Cited by 3 publications

References 14 publications

Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum

Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum

African Fractals and Culturally Situated Design Tools: Mathematics Education Through Self-Empowering Technology

The art of silence.

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