Exploring Art for Perspective Transformation

Alexis Kokkos is Emeritus Professor of Adult Education, Chairman of the Hellenic Adult Education Association and Member of the Leadership Circle of the International Transformative Learning Association. He recently edited Exploring Transformation Theory: Affinities between Jack Mezirow and Emancipatory Educationalists (Routledge, 2020).

“It is really a well written and presented book. I like it as it does exactly what it sets out to do in every respect. I think every idea it expresses is clear and accurate. The originality of the book lies in the methodology section that rests on the theory section.” – Ted Fleming, Adjunct Associate Professor, Teachers College, Columbia University, New York“This excellent book covers the literature in a hugely important field thoroughly & is written in a highly accessible fashion. I think this will be essential reading for the next generation.” – Viv Golding, Honorary Associate Professor, School of Museum Studies, University of Leicester"This is a beautifully written book that was difficult to put down. It's readability and accessibility make it a timely and thoughtful contribution during these uncertain times when all of us – researchers, scholar-practitioners, and educator activists – are seeking ways to generate the conditions that support learning processes that sustain transformation." – Aliki Nicolaides, Associate Professor of Adult Learning, University of Georgia, and Director of the International Transformative Learning Association“In illuminating the essence and significance of transformative learning theory, Kokkos highlights the potential contribution of arts and esthetic experience to perspective transformation and critical thinking. Importantly, this book amply demonstrates that specialized knowledge is not a prerequisite for using art as a springboard to development of critical awareness, nor is arts-based education limited to older students and esthetic coursework, but rather, 'the use of art as an impetus for reflection can be relevant to all possible topics and, as a result, to all subject matters.'” – Kathleen Taylor, Admissions Committee Chair, Doctorate in Educational Leadership, Kalmanovitz School of Education, Saint Mary’s College of California, Facilitating Learning with the Adult Brain in Mind

• PrefaceAcknowledgmentsList of Figures and TablesAbout the AuthorPart 1: Theoretical ReviewIntroduction of Part 11 The Distinctive Nature of Learning for Change1 Introduction2 Assimilative and Accommodative Learning3 What Form Is Transformed?4 Transformation of the Identity5 Single-Loop and Double-Loop Learning6 Τhe Struggle for Hegemony7 Banking and Problem-Posing Education8 Critical Pedagogy9 Transformation Theory10 Transformative Learning Theoretical Field11 Concluding Remarks2 Cognitive Theory of Art1 Introduction2 Art and Growth of Mind3 Ways of Employing Art4 Cognitive School and Learning for Change5 Final Thoughts3 Aristotle’s Poetics1 Introduction2 Mimesis and Learning3 Defijining Tragedy4 Interpretations of Catharsis5 The Plot6 “Like Ourselves”7 The Function of Fear and Pity8 Learning, Catharsis, Perspective Transformation9 The Form of the Tragedy10 Criticism to Entertaining Art11 Final Thoughts4 The Views of John Dewey and Maxine Greene1 Introduction2 Art as Experience3 Final Thoughts4 Releasing the Imagination5 Final Thoughts5 The Perspective of Frankfurt School1 Introduction2 The Critique of Culture Industry3 A Case Study: Philadelphia4 Art and Emancipation5 A Widespread Discourse6 Final Thoughts6 The Legacy of Freire and Gramsci1 Introduction2 The Aesthetic Dimension in Freire’s Work3 Gramsci’s Conception of Popular Art4 Final Thoughts7 Alternative Approaches1 Introduction2 Emancipatory Museum Education3 Challenging Issues4 Cultural Studies, Critical Literacy, Critical Pedagogy5 Giroux’s View on Popular Films6 Using Entertainment Media7 DiscussionPart 2: The Transformative Learning through Aesthetic Experience (tlae) MethodIntroduction to Part 28 The Theoretical Foundations and Principles of the Method1 Introduction2 Aesthetic Experience Is an Important Component of Emancipatory Education3 TLAE Is Associated with Learning for Change4 Both Adolescents and Adults Can Be Involved5 Meaningful Artworks are Addressed to a Wide Range of Learners6 TLAE Is Potentially Connected with All the Subject Matters7 TLAE Can Be Implemented by a Large Number of Educators8 The Educators Function as “Cultural Activists”9 Final Thoughts9 The Stages of TLAE Method1 Introduction2 First Stage: Determining the Need for Transformative Learning3 Second Stage: Participants Express Their Ideas4 Third Stage: Constructing a Transformational Strategy5 Fourth Stage: Identifying Works of Art and Educational Techniques6 Fifth Stage: Exploring the Artworks and Critical Questions7 Sixth Stage: Critically Reflecting on Assumptions8 Seventh Stage: Defijining and Applying Next Steps10 Examples of Implementation1 First Example: Transforming Prisoners’ Views2 Second Example: Challenging Racism in Elementray School3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research11 Inferences Drawn from Application1 Introduction2 Learners’ Attitude toward TLAE3 Can TLAE Contribute to Perspective Transformation?4 The Educators’ View on TLAE5 Becoming Transformative Educators6 Suggestions for the Implementation of TLAE12 Concluding ReflectionsAppendix 1: The Use of Films, Literature and MusicReferencesName IndexSubject IndexArtworks Index