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The making of art and the knowledge of peace: A grounded theory study of video ART iculation as a learning tool in a dialogic program of peace education
DISSERTATION

, New York University, United States

Doctor of Philosophy, New York University . Awarded

Abstract

This Critical Case Study of Grounded Theory Research Methodology, explored “dialogic relations” as a form of knowledge and a way of knowing in arts mediated peace learning experience. The process of bringing knowledge to realization by artistic creation, was defined as ARTiculation. This concept focuses on epistemological characteristics of art beyond mere expression, helping to establish analogy between art and peace as processes of knowledge realization and consciousness development; and facilitating interaction between scientific realism and artistic realism within one research enterprise. ARTiculation helped revealing the dialogic characteristics of video's communication technology and language, and their practice.

Primary research data was collected through a video project during the 1992–93 Harmony Exchange Project (HEP), an international program of education for peace through the arts. HEP's videographer encountered many dialogic choices in response to complex dialogic situations, and in his own creative thinking. He used various dialogic means with his peers and in making his video ARTiculation (VA) into a kaleidoscope of multidimensional dialogic knowledge relations. Complementary field data was collected by a series of in-depth interviews with HEP participants, up to six years after the event.

Theoretical data came from the philosophical anthropology of Martin Buber and his dialogic ontology, aesthetics and education; the gene-culture coevolution perspective of Edward O. Wilson and his concept of “epigenetic rules”; and from the philosophy of science of Roy Bhaskar, specifically his concepts of “critical science”, “transcendental realism” and its “emancipatory effect”.

The tool of Constant Comparative Analysis was used to allow examination of the relationship between theoretical concepts and experiential data. This multi-level comparative analysis process is presented in charts.

Categories, properties and dimensions of the dialogic knowledge relation in HEP's VA were identified. Buber's statement “art is on par with knowledge” was clarified through these categories. Analogy between art and peace as processes of knowledge realization was established. The transformative character of dialogic learning experience through ARTiculation was clarified. Finally, a grounded theory of dialogic epistemology in peace learning through ARTiculation, emerged. Theoretical diagrams are presented.

Citation

Gal-Ed, H. The making of art and the knowledge of peace: A grounded theory study of video ART iculation as a learning tool in a dialogic program of peace education. Doctor of Philosophy thesis, New York University. Retrieved February 17, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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