Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies

Mira Kallio-Tavin

Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies

Julkaisun otsikon käännös: Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies

Mira Kallio-Tavin

Tutkimustuotos: Doctoral Thesis › Monograph

Abstrakti

Tutkimuksessa tarkastellaan dialogisuuden ja Toisen kohtaamisen ulottuvuuksia taidepedagogiikassa. Toinen (Other) nähdään radikaalisti ’Toisena’ ja siksi itselle aina vieraana. Siten Toisen toiseus ei liity henkilön piirteiseen, kykyihin tai ominaisuuksiin. Kahden ihmisen välinen eettinen kohtaaminen laajennetaan pedagogisten ideaalien, oikeudenmukaisuuden, julkisen ja poliittisen tarkasteluksi Emmanuel Levinasin kolmannen (the Third) käsitteen valossa. Työssä nojataan Martin Buberin ja Levinasin eettiseen filosofiaan. Väitöskirjan keskeistä käsitettä, ’being-aside’, kehitellään Jean-Luc Nancyn ajattelun avulla. Tutkimus haastaa taidekasvatukselliset kognitiivis-konstruktionaliset käsitykset oppimisesta ja kasvatetuksi tulemisesta jolloin pedagogiset käsitykset tulevat uudelleen arvioitaviksi. Työssä pedagogiikan väitetään tasapainottelevan kunnianhimoisten eettisten tavoitteiden, kuten epäsymmetrisyyden, vastuullisuuden, passiivisuuden, avoimuuden ja haavoittuvaisuuden sekä vasta-affektien ja -tunteiden välissä, jotka vääjäämättömästi vaikuttavat käyttäytymiseen ja reagointeihin. Pedagogiset affektit ja kasvatukselliset ennakkonäkemykset tulevat työssä tarkastelluiksi sekä teoreettisesti että visuaalisesti. Tutkimuksessa paneudutaan autistisen henkilön ja taidepedagogin väliseen taiteellisen yhteistyöhön. Työskenteleminen autistisen henkilön kanssa nähdään usein erilaiseksi tai erityiseksi, ja siten muille pedagogisille tilanteille ulkopuoliseksi. Tässä tutkimuksessa kahden ihmisen välisessä kohtaamisessa synnytetty ymmärrys käsitetään informatiiviseksi myös muita pedagogisia tilanteita ajatellen. Lisäksi, tutkimus selvittää mahdollisuuksia eettiseen kohtaamiseen yhteisötaideperustaisessa hankkeessa Nancyn yhteisökriittisen ajattelun valossa. Tutkimusaineisto käsittää videotaltiointeja kahden vuoden mittaisesta työskentelyajanjaksosta. Visuaalinen tutkimusmenetelmä mahdollistaa kompleksisemman ja monipuolisemman tulkintamahdollisuuden taiteelliselle yhteistyölle.

Julkaisun otsikon käännös	Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies
Alkuperäiskieli	Englanti
Pätevyys	Tohtorintutkinto
Myöntävä instituutio	Aalto-yliopisto
Valvoja/neuvonantaja	Varto, Juha, Vastuuprofessori Suominen, Anniina, Ohjaaja
Kustantaja	Aalto University
Painoksen ISBN	978-952-60-5122-2
Sähköinen ISBN	978-952-60-5123-9
Tila	Julkaistu - 2013
OKM-julkaisutyyppi	G4 Tohtorinväitöskirja (monografia)

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http://urn.fi/URN:ISBN:978-952-60-5123-9

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title = "Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies",

abstract = "This doctoral thesis explores art pedagogical dimensions of dialogue and encountering with the Other. The Other is understood as radically {\textquoteleft}Other{\textquoteright} and therefore always strange. Consequently, other{\textquoteright}s otherness has nothing to do with person{\textquoteright}s abilities or characteristics. The ethical face-to-face encounter between two people is extended to discuss pedagogical ideals, justice, public and the political realm in the light of Emmanuel Levinas{\textquoteright}s notion of the Third. The study relies on Martin Buber{\textquoteright}s and Levinas{\textquoteright}s ethical philosophy. The central notion of {\textquoteleft}being-aside{\textquoteright} is developed throughout the thesis in the light of Jean-Luc Nancy{\textquoteright}s thinking. The thesis challenges art educational constructivist-cognitive notions of learning and becoming educated, and, consequently, the pedagogical notions and boundaries are challenged. Pedagogy is claimed to be a balance between ambitious ethical goals, that are passivity, asymmetry, responsibility, openness and vulnerability in front of the Other and counter transference affects and defences that inevitably influence behaviour. The pedagogical affects, the educational pre-notions and their regulations in an art educational situation, are discussed theoretically and presented visually via a video production. The thesis explores an artistic and art-educational project grounded in the collaborative art practice of a person with autism and an art pedagogue. Often, working with people with disabilities is understood as something different or {\textquoteleft}special{\textquoteright}, as {\textquoteleft}special education{\textquoteright}, and therefore rather exclusive and separate from other pedagogical situations. In this thesis, the knowledge formed as a result of encounters between two people is informative for other pedagogical situations. In addition, the collaborative efforts in community-[arts-]based projects are problematised using Nancy{\textquoteright}s critical thoughts on community. The research material consists of video recordings from two years of collaborative work. The use of visual research method generated a more complex and versatile interpretation of the collaborative art practice.",

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author = "Mira Kallio-Tavin",

year = "2013",

language = "English",

isbn = "978-952-60-5122-2",

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N2 - This doctoral thesis explores art pedagogical dimensions of dialogue and encountering with the Other. The Other is understood as radically ‘Other’ and therefore always strange. Consequently, other’s otherness has nothing to do with person’s abilities or characteristics. The ethical face-to-face encounter between two people is extended to discuss pedagogical ideals, justice, public and the political realm in the light of Emmanuel Levinas’s notion of the Third. The study relies on Martin Buber’s and Levinas’s ethical philosophy. The central notion of ‘being-aside’ is developed throughout the thesis in the light of Jean-Luc Nancy’s thinking. The thesis challenges art educational constructivist-cognitive notions of learning and becoming educated, and, consequently, the pedagogical notions and boundaries are challenged. Pedagogy is claimed to be a balance between ambitious ethical goals, that are passivity, asymmetry, responsibility, openness and vulnerability in front of the Other and counter transference affects and defences that inevitably influence behaviour. The pedagogical affects, the educational pre-notions and their regulations in an art educational situation, are discussed theoretically and presented visually via a video production. The thesis explores an artistic and art-educational project grounded in the collaborative art practice of a person with autism and an art pedagogue. Often, working with people with disabilities is understood as something different or ‘special’, as ‘special education’, and therefore rather exclusive and separate from other pedagogical situations. In this thesis, the knowledge formed as a result of encounters between two people is informative for other pedagogical situations. In addition, the collaborative efforts in community-[arts-]based projects are problematised using Nancy’s critical thoughts on community. The research material consists of video recordings from two years of collaborative work. The use of visual research method generated a more complex and versatile interpretation of the collaborative art practice.

AB - This doctoral thesis explores art pedagogical dimensions of dialogue and encountering with the Other. The Other is understood as radically ‘Other’ and therefore always strange. Consequently, other’s otherness has nothing to do with person’s abilities or characteristics. The ethical face-to-face encounter between two people is extended to discuss pedagogical ideals, justice, public and the political realm in the light of Emmanuel Levinas’s notion of the Third. The study relies on Martin Buber’s and Levinas’s ethical philosophy. The central notion of ‘being-aside’ is developed throughout the thesis in the light of Jean-Luc Nancy’s thinking. The thesis challenges art educational constructivist-cognitive notions of learning and becoming educated, and, consequently, the pedagogical notions and boundaries are challenged. Pedagogy is claimed to be a balance between ambitious ethical goals, that are passivity, asymmetry, responsibility, openness and vulnerability in front of the Other and counter transference affects and defences that inevitably influence behaviour. The pedagogical affects, the educational pre-notions and their regulations in an art educational situation, are discussed theoretically and presented visually via a video production. The thesis explores an artistic and art-educational project grounded in the collaborative art practice of a person with autism and an art pedagogue. Often, working with people with disabilities is understood as something different or ‘special’, as ‘special education’, and therefore rather exclusive and separate from other pedagogical situations. In this thesis, the knowledge formed as a result of encounters between two people is informative for other pedagogical situations. In addition, the collaborative efforts in community-[arts-]based projects are problematised using Nancy’s critical thoughts on community. The research material consists of video recordings from two years of collaborative work. The use of visual research method generated a more complex and versatile interpretation of the collaborative art practice.

KW - disability studies

KW - autism

KW - Levinas

KW - Buber

KW - art pedagogy

KW - disability studies

KW - autism

KW - Levinas

KW - Buber

KW - art pedagogy

M3 - Doctoral Thesis

SN - 978-952-60-5122-2

T3 - Aalto University publication series DOCTORAL DISSERTATIONS

PB - Aalto University

ER -

Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies

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