SECTION 1 - via - School of Visual Arts

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There are those who would dismiss such thinking as absolutist. They would quickly point out that wisdom, goodness, and genuineness are relative terms and that democratic peoples should do all in their power to resist the imposition of such absolutes on education. And so they should. But that is not what is being advocated here. This effort is not saying that wisdom, goodness, and genuineness are commodities that can or should be imposed on anyone, least of all future teachers. What is being advanced here is the simple notion that the uncivilizing existential vacuum can be avoided through a dialogue between colleges of education and their students concerning ideals such as wisdom, goodness, genuineness, justice, and beauty (to name a few) that are to be found only in the fine arts and humanities Further, it advances the notion that these dialogues must take place if future teachers are to be able to continue the dialogue concerning such ideas with his /her own future elementary or secondary students (which surely must minimally at least be a better place to begin necessary changes). The intent here is not to use colleges of education to attempt to impose ideals such as wisdom and goodness on its students. Nor is it the intent to even try to use colleges of education to attempt to define such ideals for its students. The plan suggested here is an attempt by colleges of education, through the fine arts and humanities, to convene and conduct a dialogue with its students to simply discuss these ideals. The goal of such a plan is not to discover to everyone’s satisfaction a commodity labeled wisdom or beauty or truth. In a pluralistic society this may not even be possible. Wisdom and other such ideals are illusive when we try to treat them as commodities to possess or goals to attain. But paradoxically, as St. Francis found inner riches through external poverty, we may find that wisdom, goodness, genuineness, and beauty are byproducts of the dialogues that schools of education can hold with their students through the fine arts and humanities. It is a simple plan. But as the spirit of Assisi turns his back on the hollow canonizations and empty basilicas, so too must schools of education turn their backs on the market place mentality, and the teacher as technocrat ideal and concentrate, through the arts and humanities, on the inner riches sustained through dialogues about the great ideas. “These are the aims of life, [and colleges of education] and society should be organized to promote them first of all. It is the sign of a backward civilization when in a financial crisis the first thing a community thinks of is to close the art museums and reduce expenditures on education. A civilization without art and thought, or one that does not value these, is a pack rather than a civilization” (Hutchins, 1953, pp 17-18). The plan being advanced here is the only plan for education that can bring with it a brightening of the soul, a spark to the soul, a civilizing influence. BIBLIOGRAPHY Brubacher, J. (1965). Bases for Policy in Higher Education. New York: Viking Press. _________. (1991, August). “Businesses Adjust to Ill-educated Workers.” The Billings Gazette. p. 7-A. Chase, A. (1993). “The Rise and Fall of General Education: 1945-1980” Academic Questions. 6 (2), 23-26. Clark, K (1969). Civilisation. New York: Harper & Row, Publishers. Frankl, V. (1975). Man’s Search for Meaning: An Introduction to Logotherapy. New York: Pocket Books. Hutchins, R. (1943). Education for Freedom. Baton Rouge, Louisiana: Louisiana State University Press. Hutchins, R. (1953). The University of Utopia. Chicago: The University of Chicago Press. 15
Hutchins, R. (1969). No Friendly Voice. New York: Greenwood Press, Publishers. Newman, J. (1959). The Idea of a University. New York: Doubleday & Co. Peter, L. (1979). Peter’s Quotations: Ideas For Our Time. New York: Bantum Books. Sagan, C. (1991, September). “Real Patriots Ask Questions.” The Billings Gazette-Parade. p.13. Smith, P. (1990). Killing the Spirit: Higher Education in America. New York: Viking. Spring, J. (1991). American Education: An Introduction to Social and Political Aspects. New York: Longman Publishing Group Staff. (1993, July/August). APA Testifies on Educational and Occupational Skills Reform Bill. Psychological Science Agenda. Washington D.C.: American Psychological Association Press. p. 6. Whitehead, A. (1929). The Aims of Education and Other Essays. New York: Macmillan Company. 16
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SECTION 1: Keynote Address Undoing
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THE SCHOOL OF VISUAL ARTS NATIONAL
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[Both please.] There’s another pa
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actually this mountain on top is an
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detail. This is from a digital high
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that those religious mysteries whic
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scream into clarity and the effect
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a nutshell our conflicted attitude
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Dr. Stafford: Well, I’m trying re
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CROSS DISCIPLINARY STRATEGIES TO RE
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layering of dissonant imagery of th
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TRANSLATIONS OF MEMORY: PERSONAL ES
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When I asked my students to write p
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FACE VALUE: PORTRAITS AND MEMORY Da
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emotional expression in the human f
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A first step might be a rejection i
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THE ART OF THE NAME OR THE NAME OF
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“ST. JOHN THE EVANGELIST,” OR
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elationship with Jesus than does Pe
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There are several different philoso
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has not been explicitly named by th
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THE ROLE OF MEMORY IN CULTURE Rapha
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Dreaming without lucidity of any ki
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imitative learning. Grazio Fiorito
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ain organization, hormone-disruptin
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once, but most of the time it is a
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species evolving objectivity and lo
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institutional frameworks and laws t
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Memories of the intellectual past s
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But an important variable is being
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surfaced again and continues to ass
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In an abstract of an article entitl
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cognition in more or less dominance
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This is a description of some 4 mil
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complex semantic and syntax with wh
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monkey only correspond to the much
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primitive ceremonial burial of some
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BOXES OF REMEMBRANCES: THE JEWISH R
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are as beautifully and precisely ma
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IV. BINDING AND PRAYING: THE TEFILL
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Symbolic as these words are, they b
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8. The Eternal Present, the Beginni
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Concordance to Tent of Meeting and
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Tefillin of the Head (Shel Rosh) Th
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optimally-sized for processing spee
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movement can be seen to take on ren
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THEIR FACES BRIEF AS PHOTOS (John B
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in the Ghetto’s orphanages and ch
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A small man with glasses with a gen
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Wiesel Elie. Night. New York: Banta
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photographs have helped us to grasp
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only in the degree of ingenious sev
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SEWING PLANTS: THE INTERTWINED HIST
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colleges for women. And there were
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While Grierson’s needlework in pi
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Lang, L. (2001, January/February).
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difficult to find a full reconcilia
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6. COLLABORATION Quite by accident
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and Amsterdam. But the focus is on
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EXHIBITING 9-11: A HISTORIOGRAPHY L
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Batchen also points out that many m
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access to ground zero has not only
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PHOTOGRAPHY THROUGH DOCUMENTATION A
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Representation” in the late 1990s
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MERITORIOUS OR MERETRICIOUS Jacquel
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Images which once glimpsed pierce o
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humans who sometimes against great
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However, when an artist placed the
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national and international exhibiti
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whether a thing is good or bad, ful
Page 142 and 143: REMEMBERING RABINDRANATH TAGORE Mar
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Page 148 and 149: MONUMENTS IN MINIMALISM: SAFELY UNI
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Page 166 and 167: MOURNING, ABSENCE, AND TRAUMA: REPR
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Page 178 and 179: WITH A PEN AS HIS WORD AND ME AS HI
Page 180 and 181: FROM IDEALISM TO TOTALITARIANISM: T
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SECTION 1 - via - School of Visual Arts

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