Considering Deweyan Cultural Naturalism as a Philosophy of Art(s) Education

This book makes a case for cultural naturalism as a basis for a philosophy of art education. It argues for a holistic approach that avoids hard boundaries between artistic disciplines in the educational context, applying cultural naturalism to challenges that are topical for the whole art(s) education field, including challenges related to ecology, social justice, and technological transformation of culture.

The book is written in the form of a conditional argument that considers the consequences of cultural naturalism for today's philosophical problem-solving in art(s) education. It contains a systematic and historical analysis of cultural naturalism that support the philosophical reflection of educators and other scholars operative in this field. The result is a late modern reading of Deweyan cultural naturalism that highlights the continuance of key philosophical ideas from the modern to present discourses. The key topics discussed are of particular interest to present-day art(s) educators: ecological sustainability, social justice, and technological transformation of culture. In addition, this book provides an example of pragmatist argumentation, suggesting an alternative to analytical and post-philosophical approaches.

Autorentext

Lauri Väkevä is a professor of didactics of crafts and arts at the University of Helsinki, Finland. A co-author of three books, he has also published several chapters and numerous articles in peer-reviewed journals and presented papers at international conferences in music education, musicology, music history, and popular music studies. His main research interests cover pedagogy of the crafts and arts, music education, educational philosophy, philosophy of art, pragmatism, informal learning, popular music, and digital culture. Aside from academic career, his work assignments have covered working as a musician, a music journalist, a general music teacher, and an instrumental teacher.