Carl-Peter Buschkühle – författare

Heterogenität und Standardisierung bilden in der aktuellen bildungspolitischen Diskussion ein extremes Spannungsfeld: Auf der einen Seite ist gesellschaftlich eine - noch immer - wachsende Differenzierung und Pluralisierung zu verzeichnen, während gleichzeitig Standardisierungen im Bildungswesen zur Lösung des identifizierten Kernproblems 'Leistungsheterogenität' entwickelt werden. Die Autorinnen und Autoren dieses Bandes konfrontieren in ihren Beiträgen das aktuelle Bildungsgeschehen mehrdimensional mit Widersprüchen und verschiedenen Interpretationszugängen und geben Antworten auf die Frage: Steht das Bildungssystem vor einer neuen Zerreißprobe?

This book can be viewed as a series of investigations into the ongoing imbrications of the practices of art, ethics and education as conducted within each author’s specific context of practice as artist, educator, researcher. It constitutes an international anthology of explorations that are by no means exclusive but conscious of the ongoing iterations, mutations and individuations of relations between art, ethics and education, which, in turn, seek to expand how we might conceive these terms as practices. This ongoing evolution reminds us that as practices art, ethics and education are always incomplete processes affected by and affecting their specific milieus and environments. Chapters within the book cover a wide range of ethical questions and educational contexts, broaching subjects as varied as higher education, artificial intelligence, animal ethics, transcultural encounters, collaborative art, the education of senior citizens and experiences of conflict. Art, ethics and education are not conceived in terms of established orders, representations, ideals, criteria or bodies of knowledge and practice, but rather in terms of dynamic, relational processes and their potentialities, that arise within specific locations, cartographies and ecologies of practice. The notions of art, ethics and education are viewed in terms of assemblages that have the capacity to generate new modes of practice that may question established values and advance new overlappings of aesthetic, ethical and political relations.Contributors are: Dennis Atkinson, Hashim Al Azzam, John Baldacchino, Bazon Brock, Carl-Peter Buschkühle, Sahin Celikten, Ana Dimke, Brian Grassom, Leena Hannula, Brian Hughes, jan jagodzinski, Timo Jokela, Mira Kallio-Tavin, Joachim Kettel, Guillermo Marini, Catarina Martins, Joe Sacco, Francisco Schwember, Juuso Tervo, Raphael Vella and Branka Vujanovic.

Joseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible.Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area.Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.

Joseph Beuys significantly influenced the development of art in recent decades through his expanded definition of art. In his art and reflections on art, he raised far-reaching questions on the nature of art and its central importance for modern education. His famous claim, “Every human is an artist,“ points to the fundamental ability of every human to be creative in the art of life – with respect to the development of one’s own personality and one’s actions within society. Beuys saw society as an artwork in a permanent process of transformation, a ‘social sculpture‘ in which every person participated, and for which everyone should be educated as comprehensively as possible.Beuys describes pedagogy as central to his art. This book thus examines important aspects of Beuys’s art and theory and the challenges they raise for contemporary artistic education. It outlines the foundational theoretical qualities of artistic education and discusses the practice of ‘artistic projects’ in a series of empirical examples. The author, Carl-Peter Buschkühle, documents projects he has undertaken with various high school classes. In additional chapters, Mario Urlaß discusses the great value of artistic projects in primary school, and Christian Wagner reflects on his collaboration with the performance artist Wolfgang Sautermeister and school students in a socially-disadvantaged urban area.Artistic education has become one of the most influential art-pedagogical concepts in German-speaking countries. This book presents its foundations and educational practices in English for the first time.