Drawing as Situated Knowing
This text is published in the conference proceedings (PDF): Almeida, P. L. , Duarte, M. B. & Barbosa, J. T. (Eds.) (2014 – July) Drawing in the University Today, Porto: I2ADS Conference Proceedings of the conference;
pp. 297-304.
ISBN 978-989-97856-6-3
- Submitting institution
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University of Chester
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 32-09/559509
- Type
- T - Other
- DOI
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- Location
- Drawing in the University Today, Porto: I2ADS Conference Proceedings of the conference;
- Brief description of type
- International Meeting on Drawing, Image and Research”, at the University of Porto
- Open access status
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- Month
- July
- Year
- 2014
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This text was originally presented as a peer-reviewed paper at the conference Drawing in the University Today, International Meeting on Drawing, Image and Research, at the Faculty of Fine Arts and the Faculty of Architecture, University of Porto, May–June, 2013. The text was subsequently published in the conference proceedings (518 pages, July 2014):
https://i2ads.up.pt/wp-content/uploads/2018/01/DUT2013_lo.pdf.
This text emerges from my theoretical research, motivated by my artistic practice. It resonates moreover with other aspects of my longstanding research engagement with the epistemology of drawing and its potential as a knowledge generating activity integrating perception, action and cognition.
This research, and this output in particular, references theories of ‘situated cognition’, and the related work of the theorists, Mark Johnson and Alva Noë. The argument presented here focuses on the epistemic significance of drawing as a mode of enactive perception and interrogates its role in knowledge generation.
In keeping with the theme of the original conference “Drawing in the University Today”, the text also examines tensions surrounding the absorption of art and design education within the university in the context of Pierre Bourdieu critique of the exclusion of métier, including drawing, from “scholastic universes”. In this regard the text also references James Elkins’ (with whom I have previously published see: http://www.psupress.org/books/titles/978-0-271-05424-7.html) recognition of “the incommensurability of studio art production and university life”. The text argues moreover, that the discipline of art and design has been remarkably ineffective in countering the negative ramifications of this circumstance and proposes as a counterweight, a reevaluation of drawing in epistemological terms. The argument presented is indebted to the philosophical frameworks of phenomenology and American pragmatism (Heidegger, Dewey), in countering mainstream negative epistemological attitudes to drawing and making activities in general. The paper ultimately makes a case for the rehabilitation of drawing as an important way of knowing.
- Author contribution statement
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- Non-English
- No
- English abstract
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