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This book proposes ‘paragogic’ methods to re-imagine the art academy. While art schooling was revolutionised in the early 20th century by the Bauhaus, the author argues that many art schools are unwittingly recycling the same modernist pedagogical fashions. Stagnating in such traditions, today’s art schools are blind to recent advances in the scholarship of teaching and learning. As discipline-based education research in art eternally battles the perceived threat of epistemicide, transformative educational practices are rapidly overcoming the perennialism of the art school. The author develops critical case studies of open source and peer-to-peer methods for re-imagining the art academy (para-academia) and andragogy (paragogy). This innovative book will be of interest and value to students and scholars of the art school, as well as how the art academy can be reimagined and rebuilt. .

Art --- Study and teaching. --- Education-History. --- Education and state. --- Fine arts. --- Creativity and Arts Education. --- History of Education. --- Education Policy. --- Fine Arts. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- 373.67.01 --- Kunstonderwijs --- Kunsteducatie --- Biesta, Gert --- Bourdieu, Pierre --- Praktijkgemeenschap --- Danoff, Charles --- Corneli, Joseph --- Do-it-Together --- Downes, Stephen --- Leeromgeving --- Nonaka, Ikujiro --- Hoger kunstonderwijs --- Bauhaus --- Art, Occidental --- Art, Visual --- Art, Western (Western countries) --- Arts, Fine --- Arts, Visual --- Fine arts --- Iconography --- Occidental art --- Visual arts --- Western art (Western countries) --- Arts --- Aesthetics --- Study and teaching (Higher) --- Onderwijs ; kunst- architectuuronderwijs ; beschouwingen --- Art education. --- Education—History. --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Art, Primitive