From Wandering Art to Social and Transformative Art: A Perspective on Teacher Art Education in Light of Maxine Greene's Educational Philosophy
Subject Areas :
sadeq keshavarzian
1
,
khosrow Bagheri
2
,
MAHMOUD MEHRMOHAMMADI
3
,
narges sajadeh
4
,
Afsaneh Abdoli
5
1 -
2 - University of Tehran
3 - Department of Education, Faculty of Humanities, Tarbiat Modares University, Iran
4 - University of Tehran
5 - Assistant Professor of Philosophy of Education, Faculty of Literature and Humanities, Lorestan University,Lorestan, Iran.
Keywords: Art, Art Education, Educational Philosophy, Maxine Greene, Iranian Teachers.,
Abstract :
Art education for Iran’s teachers in the schooling system—and the lack of a fitting philosophical foundation for it—remains problematic. Using an analytical–inferential method, this study examines Maxine Greene’s works to outline a perspective for art education for Iran’s teachers. The analysis shows that art can play three core roles in education: first, in the cognitive domain, it opens new horizons and cultivates the social imagination; second, in the moral domain, it fosters wide-awakeness, sensitivity to the situation of the other, and intersubjectivity; and third, in the practical domain, it provides a basis for social action and engagement in transforming the prevailing conditions. On this basis, an arts-centered curriculum should rest on sustained interaction among a philosophy of education, aesthetic experience, and moral responsibility. The practical implication is that teachers, grounded in such a foundation, can design transformative learning opportunities. Future research can investigate mechanisms for translating this philosophical outlook into teacher-education programs and into educational and curricular strategies.