Intersection of Art and Emancipation: The Road to Rebellious Subjectivity

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dc.contributor.advisor Dr. Colleen Aalsburg Wiessner, Committee Co-Chair en_US
dc.contributor.advisor Dr. John M. Pettitt, Committee Co-Chair en_US
dc.contributor.advisor Dr. Diane D. Chapman, Committee Member en_US
dc.contributor.advisor Dr. Richard E. Peterson, Committee Member en_US
dc.contributor.author Newville, Sandra en_US
dc.date.accessioned 2010-04-02T18:41:43Z
dc.date.available 2010-04-02T18:41:43Z
dc.date.issued 2007-05-09 en_US
dc.identifier.other etd-03222007-131147 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/3991
dc.description.abstract This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to adult educators creating emancipatory learning experiences for their students. It uses phenomenological methods, involving participants as co-researchers in in-depth interviews, prolonged engagement and frequent member checks, to explore the artists' direct experience with the phenomenon. The conceptual framework for this study is found in John Dewey's (1934) Art and Experience with his definition of experience as the interaction of the self and the world, and Herbert Marcuse's (1978) Aesthetic Dimension and his concept of rebellious subjectivity. The theoretical framework rests on critical adult education theory, specifically, critical pragmatism. The study analyzes the philosophical framework, practice, and process of six artists whose paintings promoted an emancipatory response in the researcher. Three themes emerged as significant: 1) thinking and painting; 2) knowing yourself; and 3) trusting the process. "Thinking and painting" describes the complexity of artistic thinking. It involves the dynamics of feeling, seeing beyond the surface and thinking in a way that is open-ended, open to possibilities rather than being pre-planned. "Knowing yourself" is where emancipation happens. It involves knowing why we feel the way we do, the need to keep evolving and growing, being true to the heart and desire to be original, to create something new. "Trusting the process" explores imaginative power. It involves having intentions but not outlining outcomes, problem-solving in context of the whole, and staying spontaneous, allowing things to happen. The study relates the artists' themes to adult educators in an analysis of the connections between art and emancipation, consideration of emancipatory values, learning how to act from what we feel, and how to use the artists' process in our own experiences. It adds to an understanding in the discourse of why and how art is emancipatory and lays a foundation for further research in educators' self reflection, applications to emancipatory practice, methodology, curriculum, evaluation and the development of new ways of teaching and learning. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject critical subjectivity en_US
dc.subject artists? process en_US
dc.subject emancipatory education en_US
dc.subject Dewey en_US
dc.subject diversity of knowing en_US
dc.subject The Aesthetic Dimension en_US
dc.subject adult education en_US
dc.subject abstract knowledge en_US
dc.subject worldviews en_US
dc.subject knowledge construction en_US
dc.subject knowing yourself en_US
dc.subject John Heron en_US
dc.subject John Dewey en_US
dc.subject artistic transcendence en_US
dc.subject artistic thinking en_US
dc.subject perceptual function en_US
dc.subject open-ended thinking en_US
dc.subject organic perspective en_US
dc.subject painting en_US
dc.subject critical consciousness en_US
dc.subject creativity en_US
dc.subject presentational knowing en_US
dc.subject pragmatism en_US
dc.subject practical mode en_US
dc.subject teaching from the heart en_US
dc.subject teaching by feeling en_US
dc.subject tacit knowledge en_US
dc.subject artistic intelligence en_US
dc.subject intuitive cognition en_US
dc.subject interpersonal intelligence en_US
dc.subject interaction of self and world en_US
dc.subject integration of self and world en_US
dc.subject integrated knowing en_US
dc.subject integral experience en_US
dc.subject inertia of habit en_US
dc.subject imagination en_US
dc.subject artist educator en_US
dc.subject art and reason en_US
dc.subject practical knowing en_US
dc.subject art and emancipation en_US
dc.subject Art and Experience en_US
dc.subject affect en_US
dc.subject affective mode en_US
dc.subject agency en_US
dc.subject analytic aesthetics en_US
dc.subject art en_US
dc.subject direct experience en_US
dc.subject democratic classrooms en_US
dc.subject Csikszentimihalyi en_US
dc.subject critical theory en_US
dc.subject conceptual mode en_US
dc.subject contextual learning en_US
dc.subject continuous reflection en_US
dc.subject phenomenology en_US
dc.subject phenomenological aesthetics en_US
dc.subject ways of seeing en_US
dc.subject whole person en_US
dc.subject whole person knowing en_US
dc.subject ways of knowing en_US
dc.subject unmediated experience en_US
dc.subject unified ways of knowing en_US
dc.subject aesthetic ways of knowing en_US
dc.subject aesthetic experience en_US
dc.subject trusting the process en_US
dc.subject The Art of Seeing en_US
dc.subject thinking and feeling en_US
dc.subject thinking and painting en_US
dc.subject thinking beyond reason en_US
dc.subject transcendental function en_US
dc.subject transformative learning en_US
dc.subject subjectivity en_US
dc.subject subjective reality en_US
dc.subject ruptura en_US
dc.subject relational knowing en_US
dc.subject reflection en_US
dc.subject rebellious subjectivity en_US
dc.subject propositional knowing en_US
dc.subject rational thinking en_US
dc.subject rational ways of knowing en_US
dc.subject objective reality en_US
dc.subject Marcuse en_US
dc.subject knowledge creation en_US
dc.subject imaginal mode en_US
dc.subject Herbert Marcuse en_US
dc.subject feeling en_US
dc.subject experiential knowing en_US
dc.subject emotional function en_US
dc.subject emotion en_US
dc.subject emancipatory experience en_US
dc.subject emancipatory learning en_US
dc.subject emancipatory values en_US
dc.subject perspective transformation en_US
dc.subject dynamics of feeling en_US
dc.subject critical reflection en_US
dc.subject critical creativity en_US
dc.subject critical pragmatism en_US
dc.subject cognitive function en_US
dc.subject centered knowing en_US
dc.subject authentic voice en_US
dc.subject authentic knowing en_US
dc.subject authentic experience en_US
dc.subject arts-based research en_US
dc.subject artists en_US
dc.subject artistic ways of knowing en_US
dc.title Intersection of Art and Emancipation: The Road to Rebellious Subjectivity en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Adult and Community College Education en_US


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