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[null,"1.","Record Nr.",null,"UNINA9910779303603321"]
[null,null,"Autore",null,"Lewis Tyson E"]
[null,null,"Titolo",null,"The aesthetics of education [[electronic resource] ] : theatre, curiosity, and politics in the work of Jacques Ranciere and Paulo Freire / / by Tyson E. Lewis"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Continuum International Pub. Group, c2012"]
[null,null,"ISBN",null,"1-4411-6373-5"]
[{"$nulls":4},"1-283-89128-X"]
[{"$nulls":4},"1-4411-1826-8"]
[null,null,"Descrizione fisica",null,"1 online resource (201 p.)"]
[null,null,"Disciplina",null,"370.1"]
[null,null,"Soggetti",null,"Critical pedagogy"]
[{"$nulls":4},"Theater - Political aspects"]
[{"$nulls":4},"Democracy and education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"FC; Half Title; Title; Copyright; Contents; Acknowledgments; Introduction: The Aesthetics of Education; Chapter One: From Stultification to Emancipation: Althusser avec Rancière; Chapter Two: Aesthetic Metaphors: Teaching, Theatre, and Democracy; Chapter Three: The Beautiful and the Sublime in the Pedagogy of the Oppressed; Intermission: Equality, Freedom, and Emancipation: A Casefor Pedagogical Dramaturgy; Chapter Four: The Aesthetics of Curiosity; Chapter Five: The Knowledge of Ignorance; Chapter Six: The Future of the Image in Critical Pedagogy; Chapter Seven: Freire's Last Laugh"]
[{"$nulls":4},"Conclusion: Death and Democracy in Education: Freire'sEaster RevisitedBibliography; Index"]
[null,null,null,"Sommario/riassunto","This innovative book examines the aesthetic event of education.   Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances.  As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think.  Here, Lewis extends Ranciere's general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education.  In particular, L"]