Abstract
Arts-based approaches in connection with education often involve clear goal setting and objectives for students to create legitimacy and to obtain funding, such as “self-reflection”, “increased ethical reflection” and “building practical skills”. In addition, to be able to demonstrate measurable results in creativity and innovation, the active use of artistic methods, led by a teacher, is proposed. In an “arts cultural approach” to art in education, on the other hand, art experiences are instead offered voluntarily and outside the curriculum. This paper discusses in depth what the ‘art-culture’ concept and approach involve and how they may help transforming education and society. Our empirical example constitutes the Stockholm School of Economics (SSE), a privately funded business school, which in recent years has begun a transformation towards the creation of an arts culture, funded by the business school’s stakeholders. The business students’ encounter with art and literary fiction has no direct pedagogical aims or goals, but rather involves shared values and different practices. An arts-cultural approach is also not the same as the individual and relatively passive experience of visiting an art museum; it is about a student culture that continuously experiences art together, in art events and art talks, and in their surroundings. We suggest that art could function here as Agamben’s ‘pure means’ for whatever happens in this context, within and between students, through ‘relational ethics’.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTS CULTURE APPROACH, BUSINESS EDUCATION, PURE MEANS, RELATIONAL ETHICS
