Slide 9: Taught in the Act: Aesthetic Responsibility
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Balancing creativity and ethics in education.
Forming an 'ethico-aesthetic pact' in learning environments.
Integrate ethical considerations into creative practices.
Commitment to integrity and depth in artistic processes.
Slide 9(1)
Slide 9(2)
Slide 9: Taught in the Act: Aesthetic Responsibility
Slide 9: Taught in the Act: Aesthetic Responsibility
Script: We are often taught that certain situations in the academic environment require a specific corrective stance. "Taught in the Act" emphasizes balancing creativity and ethics in education, forming what we call an 'ethico-aesthetic pact.' This pact represents a relational agreement among the various elements of the learning environment as they journey together. We must integrate our ethical considerations into our creative practices, ensuring that our use of technology enhances learning while maintaining the integrity of the educational process. An ethico-aesthetic approach requires a commitment to the creative process that honors the emergent qualities of each act. It involves sensitivity to the materials and technologies we engage with, recognizing that our interactions with AI are part of a broader ethical and creative responsibility.
Aesthetic Responsibility:
Definition: Aesthetic responsibility refers to the ethical and intentional approach taken during the artistic process. It involves commitment to the integrity and depth of the creative work, ensuring that the process is carried out with care and sensitivity.
Characteristics: This concept emphasizes the artist's or therapist's duty to maintain a deep, respectful engagement with the artistic process, focusing on the quality and meaningfulness of the work rather than simply achieving a certain aesthetic standard.
Example: A therapist ensuring that their approach to using art in therapy respects the client's expressions and experiences, fostering an environment where authentic creativity can emerge.
Quote: "Aesthetic response is a phenomenon existing in the presence of the artwork, while aesthetic responsibility describes a phenomenon concerning the artistic process." (The Place of Beauty in Therapy and the Arts, p. 5)
Slide 9 (1) https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 10: Rule Systems and a Dissociative Moral Panic Content: Dynamic interactions in education. Challenging and reconfiguring dominant narratives. Moral panic and regulation. Script: Rule-based systems often rely on predefined structures and expectations, which can be limiting, even harmful. In contrast, co-regulation emphasizes a more dynamic interaction between student and educator, where the educator responds to the student's immediate needs and embodied signals. This approach aligns with the concept of 'play space,' which refers to creating a flexible and open space for imaginative play and exploration. This play space allows clients to experience a range of possibilities, moving away from the constrictions of their usual ways of thinking and feeling. Challenging and reconfiguring dominant narratives is essential to overcoming the moral panic often associated with new technologies. Identification of a Threat Media Exaggeration Public Concern (normally panic, but also, freeze, dissociation) Response from Authorities Scapegoats Societal Reaction Resolution --chaos 100 --ar 1:2 --style raw --stylize 1000 --weird 3000
Slide 9(2) https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 9: Taught in the Act: Aesthetic Responsibility Script: We are often taught that certain situations in the academic environment require a specific corrective stance. "Taught in the Act" emphasizes balancing creativity and ethics in education, forming what we call an 'ethico-aesthetic pact.' This pact represents a relational agreement among the various elements of the learning environment as they journey together. We must integrate our ethical considerations into our creative practices, ensuring that our use of technology enhances learning while maintaining the integrity of the educational process. An ethico-aesthetic approach requires a commitment to the creative process that honors the emergent qualities of each act. It involves sensitivity to the materials and technologies we engage with, recognizing that our interactions with AI are part of a broader ethical and creative responsibility. Aesthetic Responsibility: Definition: Aesthetic responsibility refers to the ethical and intentional approach taken during the artistic process. It involves commitment to the integrity and depth of the creative work, ensuring that the process is carried out with care and sensitivity. Characteristics: This concept emphasizes the artist's or therapist's duty to maintain a deep, respectful engagement with the artistic process, focusing on the quality and meaningfulness of the work rather than simply achieving a certain aesthetic standard. Example: A therapist ensuring that their approach to using art in therapy respects the client's expressions and experiences, fostering an environment where authentic creativity can emerge. Quote: "Aesthetic response is a phenomenon existing in the presence of the artwork, while aesthetic responsibility describes a phenomenon concerning the artistic process." (The Place of Beauty in Therapy and the Arts, p. 5) --chaos 100 --ar 1:2 --style raw --stylize 1000 --weird 3000
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