The Cognitive Dimension of Art: Aesthetic and Educational Value

By Alexandra Mouriki-Zervou.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The question of whether art is a source of knowledge is a question of epistemic as well as of aesthetic interest which has significant pedagogical implications as well. This issue, both in its epistemic and aesthetic dimensions, is addressed here under the general perspective of the contemporary cognitivist – anti-cognitivist debate. Consequently, it is asked: a) can art be a means of knowledge and if it does, is knowledge obtained through art of the same kind with scientific knowledge? and b) if we accept that art actually offers some kind of knowledge, is this knowledge relevant to its aesthetic value, does it constitute an essential part of its functioning as art? The paper discusses the plausibility and consistency of the answers given to these questions either from the cognitivist or the anti-cognitivist point of view and argues that the importance and role attributed to art within the educational praxis, as well as its educational value per se, significantly depends on the kind of approach we adopt in regard to these questions.

Keywords: Art, Knowledge, Cognitivism, Anti-Cognitivism, Aesthetic Value, Educational Value of Art

The International Journal of Learning, Volume 18, Issue 1, pp.1-12. Article: Print (Spiral Bound). Article: Electronic (PDF File; 902.181KB).

Dr. Alexandra Mouriki-Zervou

Assistant Professor, Department of Educational Sciences and Early Childhood Education, Faculty of Humanities and Social Studies, University of Patras, Athens, Greece

Alexandra Mouriki (Dipl. of Philosophy, University of Athens. Ph.D. in Philosophy of Art, University Paris I - Panthéon - Sorbonne) is Assistant Professor at the University of Patras, where she teaches Aesthetics, Art History and Art Pedagogies. Her fields of interest and researchinclue philosophy of art, aesthetics and aesthetic education. She has published a book, Transformations of Aesthetics (Athens 2003), as well as several articles on art theory, aesthetics and aesthetic education. She has also translated essays of Merleau-Ponty and Paul Ricœur.

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