Anda di halaman 1dari 1

advocacy

Can Art Give Us Knowledge?


within moments of insight, shows us
what life is, and invites us to imagine
what life might become. Art does not
hand us ready-made certitudes. Rather
it provides experiences wherein knowl-
edge is illuminated, and as opposed
to the explicit truth of science, arts
knowledge is implicitinstances of
truth that hold potential for future
development.

Art Speaks
I have witnessed students experiencing
and contemplating the deep, emotional
horrors of war when participating in
Picassos Guernica, more so than if
they had read a historical treatise on
the events during the Spanish Civil
War. The painting speaks, and the
voice of protest resounding from the
canvas is far more visceral and imme-
diate than the spoken word. Students,
as participants, enter that world and
are transformed, and for the first time,
begin ruminating on the meaning and
implications of this war as portrayed,
and further, warfare in general.
Indeed, the subjects of math and
science are absolute necessities for
James Magrini
all students, and removing these

T
here is a reason, they tell us, aesthetics), which is unlike any viable forms of knowledge from the
that art and music are the first other form of knowledge. Todays cog- curriculum is unthinkable but so
subjects relegated to the educa- nitive theorists associate this form too should the removal of art and its
tional scrap heap when funds of intuitive-perceptual knowledge unique form of knowledge be unthink-
are scarce. We know that science gives with emotions. However, it must be able. If educators seek to nurture a
us empirical knowledge and math, noted that emotions are never blind or flourishing, participatory member of
axiomatic truth, but what of the fine devoid of a legitimate cognitive con- the democracy, they must take seri-
arts and music? What of literature and tent; they are neither the equivalent of ously the notion that the arts are not
poetry? Do the arts deal in the stock- blind passions nor base drives. Rather, merely for enjoyment and beautifica-
and-trade of knowl- they inspire us to tion, and their inclusion in the cur-
edge, or are they Through the clarifying feel, imagine, and riculum is as necessary as any of the
merely about play, or lens of art, by means of ultimately, under- sciences.
worse, deft technical the aesthetic experience, stand our world and Educators must work to ensure that
future generations will demonstrate an
manipulation? The
we understand things lives in new ways.
question I consider Through the clarify- acute understanding of and apprecia-
runs thusly: What
differently. ing lens of art, by tion for arts transformative powers.
type of knowledge, if any, is associated means of the aesthetic experience, we The knowledge that art provides, along
with the fine arts? Responding to this understand things differently. with the potential to become more
query, I hope to reveal the value of the The cognitive content of art is not humane, is as much a part of solid
arts in education. akin to the cognitive content of the democratic citizenry as is the ability
sciences. Science tells us what life is to think clearly, objectively, and criti-
The Clarifying Lens of Art by demonstrating its truth-claims, pro- cally.
The ancient Greeks believed that art viding truth that is actual in nature.
provides a special type of knowledge Contrarily, art illuminates, reveals, James Magrini teaches Western philosophy
at College of DuPage, Illinois. magrini@
called aisthesis (from it, we derive and intimates truth perceptually, and
cod.edu
WEB February 2012 SchoolArts

Anda mungkin juga menyukai