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Article

Spanish

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oai:doaj.org/article:6c6d016c9dd142438e1bddb8cdf93934

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Editorial

Abstract

“Art is never an end, it is just a tool for drawing life lines” Gilles Deleuze la Felix Guattari (1980) We hope that the intention and content of this monograph that is now in sight would not suggest any allusion to fashion. We have not praised about peace in the wake of talks, agreements, plebiscites, deadlines, dissences, etc. For our power, peace is not a cyclical issue, it has been framed as a medular and structural complement to reflections, research and training processes that can now be made visible. We equate Art and Peace, considering the Art as a path, we see it, and in Education, the construction of integral human beings, individuals that are not fragmented or split, with body, mind and spirit, able to build this national narrative that we need so much. The art is also intertwined with societies, cultures, territories and practices in the form of sediments to which the dynamics of identity building, representation of groups, creation of subjectivities, production of ways of being and living in an increasingly fragile world are dependent. In such circumstances, we see Education and the Art as events (Deleuze, 2005), in the heideggeriane sense (1997) as a ‘oscillating field, through which man and reach one another and reach their core’ (p. 89), art is then shown, as the essence of that being a man, that is what constitutes us and makes art the way to be or that aesthetic life of man. Art as an event is a funder of new subjects and is therefore in itself a potential act, Imaginémonos then, the entire symbolic processing burden it entails. Is that Arte, Education (and Peace) have to affect the individual and cause him certain crises; Disorder! Educational experience shares with aesthetic experience the effect of altering sensitivities, emotions and intellects, transforming subjectivities with regard to the break created by the event. As the aim is to generate a liveable future, an increasingly possible stage of peace requires reshaping the nation’s educational project with a view to returning to the individual, the production of aesthetic sense of itself, recognition, self-and external acceptance, the symbolic construction of repair and the rapprochement with the other. Looking at peace is the environment that defines us as a promise of a possible future and a feasible scenario for creation. The Art reminds us of our complex plasticity, which makes Richard Rorty (1996), one of the most renowned philosophers of today, that there are no paradigm humans; however, a human-centred and nucleated education around aesthetic and pacificating processes will open doors to its constitution. Art is in itself an event, and like Peace, adds life to life, or if we do not see the aesthetic effects of perdon and reconciliation in which we return to the vital core of humanity: walk and certainty of change. In art, such as education and pardon: there is a transformation because they are first and foremost commemoration of life, confirmed events. We say this in Mario Perniola (2001) ‘For the existence of the aesthetic, at least the possibility of ending a conflict, a poisper peace, a peaceful moment in which pain and struggle are seen, but definitively shut down, at least temporarily suspended’. (p. 194). References Deleuze, G. (2005) The meaning logic. Barcelona: Paidós. Deleuze, G. la Guattari, F. (1980) Mille Plateaux. Capitalisme et schizorenia. Paris: Les Ediciones du Minuit. Heidegger, M. (1997). Be and time. Santiago de Chile: University Publisher Perniola, M. (2001) The aesthetics of the 20th century. Madrid: Antonio Machado Libros. Rorty, R. (1996) Contingency, irony and solidarity. Barcelona: Paidós.

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