Abstract
This commentary article addresses the relationship between art education, entrepreneurship and creative destruction by critically exploring the logic of historical progress that the notion of creative destruction entails. The central argument of the article is that Eurocentric calls for progress have been often paired with the figurative or actual destruction of what is claimed to hinder this progress, including non-Western cultures. Taking William Torrey Harris (1835-
1909), a philosopher of education and the Commissioner of the U.S. Bureau of Education, as an example of this logic, the article calls for an approach to creative destruction in art education that is sensitive to past destructions upon which the future, as well as the present, might be built.
1909), a philosopher of education and the Commissioner of the U.S. Bureau of Education, as an example of this logic, the article calls for an approach to creative destruction in art education that is sensitive to past destructions upon which the future, as well as the present, might be built.
| Original language | English |
|---|---|
| Pages (from-to) | 41-43 |
| Number of pages | 3 |
| Journal | Art Education |
| Volume | 72 |
| Issue number | 6 |
| DOIs |
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| Publication status | Published - 7 Oct 2019 |
| MoE publication type | B1 Non-refereed journal articles |
Keywords
- history of art education
- William Torrey Harris
- recapitulation theory
- decolonial history