Language games: Reimagining learning conversations in art education

Research output: Contribution to journalArticle

Abstract

This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own valuable original ideas and backgrounds.

Original languageEnglish
Pages (from-to)49-59
Number of pages11
JournalArts and Humanities in Higher Education
Volume18
Issue number1
Early online date18 Oct 2016
DOIs
Publication statusPublished - 1 Feb 2019

Fingerprint

art education
conversation
language
learning
Group
Art Education
Language Games
Structuralist
Skepticism
Self-knowledge
Immanuel Kant

Keywords

  • Co-learning
  • dialogue
  • group critique
  • language games
  • learning conversations

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts

Cite this

Language games: Reimagining learning conversations in art education. / Hammersley, John.

In: Arts and Humanities in Higher Education, Vol. 18, No. 1, 01.02.2019, p. 49-59.

Research output: Contribution to journalArticle

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