Abstract
Art is often perceived as a visual or decorative practice, yet its true potential lies in how it teaches us to think, question, and connect. This research explores how art methodologies—rooted in experimentation, dialogue, and reflection—can be applied in non-art settings. Drawing on participatory pedagogical frameworks such as The Vos Method, the study examines how artistic processes foster care, collaboration, and criticality within groups. When approached as a methodology rather than a product, art becomes a mode of inquiry that values uncertainty, empathy, and collective meaning-making over fixed outcomes. By bringing artistic processes into everyday and professional environments, this research reclaims art’s capacity to shape how we think, learn, and relate to one another. Through case studies and practical experiments, it demonstrates how artistic approaches can transform collective learning by encouraging reflection, agency, and shared ownership of knowledge. The poster presents visual mappings of these processes and outcomes, inviting discussion on art’s cognitive and social relevance in broader contexts—proposing that art, understood as a framework for inquiry and ethical awareness, can nurture care, criticality, and community beyond institutional boundaries.
Details
Presentation Type
Theme
KEYWORDS
TRANSDISCIPLINARITY, CRITICALITY, CARE, METHODOLOGY
