Abstract
Aalto University in Helsinki, Finland, is engaging in broad university initiatives around art and creative practices that offer access to arts-based theory and production for all students through transdisciplinary courses, exhibition spaces and art events across campus. In this chapter, we explore the theoretical framework for the development and implementation of these initiatives. Within this framework, we provide examples of how university pedagogy functions at the limits of disciplines, offering an opportunity for thinking and activities that might not (yet) be possible within the traditions of the dominant disciplines. We discuss in detail how one initiative creates new pedagogical approaches to higher education and encourages experimentation and exploration through arts-based methods and methodologies. Lastly, we discuss a critical, self-reflexive approach to university pedagogy, where our present understanding of art and design is problematized and transformed by other disciplines, and the emergence of completely new areas of inquiry and practice.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Aalto University. 2016. Sha** the Future. Aalto University Vision, Mission and Strategies, 2016–2020. http://www.aalto.fi/en/midcom-serveattachmentguid-1e5ffcbea81c566ffcb11e5957e815724da913a913a/aalto-yliopisto_strategy_english.pdf. Accessed 10 Apr 2017.
Atkinson, Dennis. 2011. Art, Equality and Learning: Pedagogies Against the State. Rotterdam: Sense Publishers.
Augsburg, Tanya. 2014. Becoming Transdisciplinary: The Emergence of the Transdisciplinary Individual. World Futures 70 (3–4): 233–247.
Barnett, Ronald. 2004. Learning for an Unknown Future. Higher Education Research & Development 23 (3): 247–260.
Barnett, Ronald. 2007. A Will to Learn. Being a Student in an Age of Uncertainty. Berkshire: Society for Research into Higher Education & Open University Press.
Barnett, Ronald. 2009. Knowing and Becoming in the Higher Education Curriculum. Studies in Higher Education 34 (4): 429–440.
Barnett, Ronald. 2016. Understanding the University. Institution, Idea, Possibilities. New York: Routledge.
Biesta, Gert. 2011a. Learning Democracy in School and Society. Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam: Sense Publishers.
Biesta, Gert. 2011b. How Useful Should the University Be? On the Rise of the Global University and the Crisis in Higher Education. Qui Parle 20 (1): 35–47.
Burton, Judith, Robert Horowitz, and Hal Abeles. 2000. Learning in and Through the Arts: The Question of Transfer. Studies in Art Education 41 (3): 228–257.
Deleuze, Gilles., and Felix Guattari. 1983. Anti-Oedipus: Capitalism and Schizophrenia, vol. 1, trans. R. Hurley, M. Seeem, H.R. Lane. Minneapolis: University of Minnesota Press.
Deleuze, Gilles., and Felix Guattari. 1987. A Thousand Plateaus, trans. B. Massumi. Minneapolis: University of Minnesota Press. (Original Work Published 1980).
Dewey, John. 1990. The School and Society and the Child and the Curriculum. Chicago, IL: The University of Chicago Press.
Eisner, Eisner. 2002. The Arts and the Creation of Mind. New Haven, CT: Yale University Press.
Finlex. 2009. Yliopistolaki. http://www.finlex.fi/fi/laki/alkup/2009/20090558. Accessed 10 Apr 2017.
Frodeman, Robert. 2014. Sustainable Knowledge. A Theory of Interdisciplinarity. Hampshire: Palgrave Macmillan.
Garoian, Charles. 2014. In the Event that Art and Teaching Encounter. Studies in Art Education 56 (1): 384–396.
Hollmén, Saija. 2015. The Pedagogical Challenge of Interdisciplinary University Programs. Synnyt/Origins Finnish Studies in Art Education. Special Issue: Higher Arts Education (2/2015), pp. 1–14.
Jagodzinski, Jan. 2010. Visual Art and Education in an Era of Designer Capitalism: Deconstructing the Oral Eye. New York: Palgrave Macmillan.
Kreber, Carolin. 2009. Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty. In The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries, ed. C. Kreber, 2–18. New York: Routledge.
Lewis, Tyson, E. 2013. On Study. Giorgio Agamben and Educational Potentiality. New York: Routledge.
Lewis, Tyson E. 2014. Education as Free Use: Giorgio Agamben on Studious Play, Toys, and the Inoperative Schoolhouse. Studies in Philosophy and Education 33: 201–214.
Lewis, Tyson, E., and Megan, J. Laverty. 2015. Introduction: Redistributing the Artistic and Pedagogical Sensible. In Art’s Teaching, Teaching’s Art. Philosophical, Critical and Educational Musings, eds. Tyson E. Lewis and Megan J. Laverty, 1–16. New York: Springer.
Lorenz, Renate (ed.). 2014. Not Now! Now! Chronopolitics, Art & Research. Berlin: Sternberg Press.
Löytönen, Teija. 2015. Editorial. Conceptualizing Higher Arts Education from Within. Synnyt/Origins Finnish Studies in Art Education. Special Issue: Higher Arts Education (2/2015), pp. I–VI.
Löytönen, Teija. 2017. Educational development within higher arts education: An experimental move beyond fixed pedagogies. International Journal for Academic Development‚ 22 (3), 231–244.
Manathunga, Catherine, and Angela Brew. 2012. Beyond Tribes and Territories, New Metaphors for New Times. In Tribes and Territories in the 21st century. Rethinking the Significance of Disciplines in Higher Education, ed. P. Trowler, M. Saunders, and V. Bamber, 44–56. London: Routledge.
Massumi, Brian. 2011. Semblance and Event: Activist Philosophy and the Occurrent Arts. Cambridge: Massachusetts Institute of Technology.
Molesworth, Helen. 2003. Work Ethic. In Work Ethic, ed. Helen Molesworth, 25–51. University Park, PA: Pennsylvania State University Press.
Mouffe, Chantal. 2010. The Museum Revisited. Artforum, XLVIII (10), 326–327, 384.
St. Pierre, Elizabeth. 2004. Deleuzian Concepts for Education: The Subject Undone. Educational Philosophy and Theory 36 (3): 283–296.
Raunig, Gerald. 2007. Art and Revolution. Transversal Activism in the Long Twentieth Century. Los Angeles, CA: Semiotext(e).
Sargent, Walter. 1918. The Value of Art Education in Colleges. Bulletin of the College Art Association of America 1 (4): 83–88.
Simons, Maarten and Jan Masschelein. 2012. School—A Matter of Form. In Teaching Art in the Neoliberal Realm. Realism Versus Cynicism, ed. Pascal Gielen and Paul De Bryune, 69–83. Amsterdam: Valiz.
Strokrocki, Mary (ed.). 2005. Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures. Reston, VA: National Art Education Association.
Sturken, Marita, and Lisa Cartwright. 2009. Practices of Looking: An Introduction to Visual Culture. Oxford, UK: Oxford University Press.
Tavin, Kevin. 2003. Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture. Studies in Art Education 44 (3): 197–213.
Tavin, Kevin. 2009. Engaging Visuality: Develo** a University Course on Visual Culture. The International Journal of the Arts in Society 4 (3): 115–123.
Tavin, K. 2010. Art education as Culture Jamming: Public Pedagogy and Visual Culture. In Handbook of Public Pedagogy, ed. J. Sandlin, B. Schultz, and S. Burdick, 434–443. New York: Routledge.
Tavin, Kevin. 2014. Art education is Stupid. Studies in Art Education 56 (1): 436–439.
Tervo, Juuso. 2014. Corrosive Subjectifications: Theorizing Radical Politics of Art Education in the Intersection of Jacques Rancière and Giorgio Agamben. PhD Diss., The Ohio State University.
Tomperi, Tuukka. 2009. Akateeminen kysymys: Yliopistolain kritiikki ja kiista uudesta yliopistosta. [Academic Question: Critique of University Legislation and the Struggle for the New University] Tampere: Vastapaino.
Trowler, Paul. 2008. Cultures and Change in Higher Education: Theories and Practices. Basingstoke: Palgrave Macmillan.
Trowler, Paul. 2009. Beyond Epistemological Essentialism: Academic Tribes in the Twenty-First Century. In The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries, ed. C. Kreber, 181–195. New York: Routledge.
Trowler, Paul. 2014. Depicting and Researching disciplines: Strong and Moderate Essentialist Approaches. Studies in Higher Education 39 (10): 1720–1731.
Wolfgang, Courtnie. 2013. Productive Uncertainties: Deleuze∣Guattari, Feminist Theory, and Disciplinary Boundary Crossings. Visual Arts Research 39 (1): 52–69.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Tavin, K., Tervo, J., Löytönen, T. (2018). Develo** a Transdisciplinary University in Finland Through Arts-Based Practices. In: Chemi, T., Du, X. (eds) Arts-based Methods and Organizational Learning . Palgrave Studies in Business, Arts and Humanities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63808-9_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-63808-9_11
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-63807-2
Online ISBN: 978-3-319-63808-9
eBook Packages: Business and ManagementBusiness and Management (R0)