F is for Field

| April 12, 2014

1. In Education for a Socially Engaged Art Pablo Helguera references “pedagogy in the expanded field” when talking about the challenging relationship of pedagogy and art practice. When a field such as this is expanded, it’s possible that the entire idea of there being a “field” might cease to exist.

2. In my previous post on quicksand, Chris commented that a way to deal with some of the perceived difficulties in the field of education might be to challenge the very notion of a “field.” That comment has spawned this post.

3. We might have an idea of what ‘schooling’ is. “Schooling” occurs in a structured setting, most typically what we call a ‘school.’ But “schooling” should not be confused with “education.” “Schooling” involves roles and structure, even if the structure is meant to be fluid and ambiguous. “Education” moves beyond structure.

4. The field of education might simply be the field of experience. Our class, titled Education and the Aesthetic Experience, could just as easily be titled Aesthetics and the Educational Experience. There is the possibility of education in every aspect of experience. The aesthetics of the educational experience challenges the way we are expected to learn.

5. If the educational field is expanded to include all experiences, then we must acknowledge the role of “schooling” within this field. Without doing away with “schooling” altogether, an action that is too radical for me to suggest, we might focus on the aesthetics of the educational experience as the method in which education within a school system can be relevant.

6. We must ask ourselves, as educators, “how can the educational experience be better?” Better meaning more relevant, engaging, and purposeful for the learners. If we focus on how aesthetics is able to play a role in enhancing the educational experience then we may be able to find a place within the expanded field where schooling becomes a significant aspect of our entire lived experience.