Growing up or coming of age? A neotenous theory of art education
Abstract
The concept of art is socio-culturally constructed, and undergoes change through history, as reflected by the "artworld". The visual products of children have tentatively been accepted into this artworld. However, what constitutes "childhood" is also socio-culturally constructed, and it, too, changes throughout history. Historically, a dualism has developed involving child and adult, and child art and adult art. A potentially revolutionizing perspective may provide a resolution to this dualism. That perspective considers neoteny, the retention of juvenile traits into adulthood, as a physical, psychological, and behavioral integration of childhood and adulthood. This study traces the evolutionary history of neoteny, the history of childhood, art, and child art, and attempts to form an emergent synthesis which decontructs this dualism. This emergent synthesis is based upon cognitive-field experimentalism. A lifelong learning model emerges which places neoteny at its core, and validates the artistic development of each individual within his or her own life space.
Degree
Ph.D.
Advisors
Smith, Purdue University.
Subject Area
Art education
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