Exploring Deconstruction and Its Implications for Aesthetic Education
Author: Ruyu Hung(Department of Education, National Chiayi University), Hui-Ching Chen(Department of Education, National Chiayi University)
Vol.&No.：Vol. 61, No. 1
Date：March 2016
Pages：115-137
DOI：10.6209/JORIES.2016.61(1).05
Abstract：
This article aims to interpret and expound on Derrida’s notion of deconstruction and reveal the implications for aesthetic education. Art appreciation education plays a crucial role in thinking and practicing aesthetic education. Hence, this paper focuses on art appreciation education and explores the implications of the deconstructive approach for aesthetic education. This paper also discusses the limits of conventional aesthetic education by identifying the problems of the current practice of art appreciation education. Five problems are identified: (1) aesthetic education still relies heavily on the Western aesthetic traditions; (2) most materials for art appreciation activities are based on fine art; (3) the content of aesthetic education instruction does not include critical thinking; (4) the individual differences based on different cultural backgrounds are neglected during teaching; (5) the strong instrumentalism tendency is implied in current art education. Exploring Derrida’s concept of deconstruction is helpful for suggesting improvements to aesthetic education by revealing the logos implied in conventional art appreciation education. This paper concludes with the following four suggestions: (1) the traditional premise that fine art is superior to popular art is questioned; (2) the conventional line between fine art and popular art is blurred; (3) the hegemonic myth of author subject-centric artwork is challenged; (4) the artistic dialogue space should be diverse and available to everyone.
Keywords：deconstruction, aesthetic literacy, aesthetic education, art appreciation education, J. Derrida
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