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Art Is Knowledge

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Art is knowledge

The word knowledge throughout history has tried to define by different diciplins, since the term is very broad and guided by a single definition would leave aside many important aspects of this term. Although, there is a person who makes an approximate definition from several points of view where he does an analysis at the aforementioned term. According to Jhon Locke, he explains that ‘knowledge is the perception of the agreement or disagreement of two ideas’, essay, IV, C.I) For Locke’s time it was belief that external objects came from a divinity. For this reason, Locke faces this position with 4 senses of "agreement":

  1. When we refer to the identity of an idea, in which we are immediately safe and we do not confuse with another, as it happens when we are sure that the idea of ‘white’ is not that of ‘red’.
  2. We can also talk about the agreement or disagreement between two ideas, as in mathematics, where we can determine the relationship or absence of the relationship between ideas.
  3. We can also interpret the ‘Agreement’ as coexistence of an idea with others, as occurs when we refer to a particular substance, and we are sure that a characteristic of that substance (which is a complex idea) always accompanies the other characteristics with theWhat forms the complex idea of such substance.
  4. Finally, Locke refers to the agreement or disagreement of the idea of something with the real existence of that something, which seems to accept the possibility of knowing the relationship not only between ideas, but also between ideas and things (whichI would demand from understanding to go beyond the mental contents provided by the experience, a proposition that contradicts its own empiricist principles).

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Starting from these 4 senses of "agreement" are the basis to understand the types of knowledge that Locke poses. Which the Cartesian current follows where three types of intuitive, demonstrative and sensitive knowledge are established. In this part we will concentrate on the sensitive knowledge where it focuses on Locke “apart from which it is only possible to have faith or opinion’

You will forgive me to raise it that way, in such an abrupt way, but who said or states that art is not knowledge;I want to start this with statements that will give a context to specify a bit what I’m going to say. "The first thing is that I am an artist and nothing more than an artist". Canizer, l.2016 This does not mean that sometimes it falls into issues and areas that I do not belong. It is something that I do every time and I always offer opinions about things in which I am a total ignorant. Starting from this premise we are ignorant because what we do is not considered knowledge, but what is knowledge? Giving response according to epistemology and the defining magazine.

Knowledge is the discipline that is responsible for considering its validity and the expression that is identified as the epistemology that is the branch of philosophy where the study objective is scientific knowledge that should not only be valid and consistent from the point of viewlogical, but must also verify through the scientific or experimental method. 

According to this we are ignorant, since science cannot verify, demonstrate or validate, art and from there another magnificent question arises. How do I know what I know is not knowledge? Anyway, they are questions that make our life make no sense or importance;But who are we do believe in everything they tell us and do not inform ourselves and investigate the subject, this occurs since we spend the greatest time in a mode called "pilot" mitigating why?, the how? and when? of the things that happen around us, avoiding thinking since our brain is lazy and almost does not like changes;But hearing that art is not knowledge in class of theory or philosophy of knowledge gave a hard blow to our reason where he believed that we had acquired knowledge and for that reason this hypothesis has called our technical.

On the other hand, starting from "the first thing is that I am an artist and nothing more than an artist" makes us think about our daily lives. Being chef we create almost perfect moments where we focus so much on presentation, taste, nutritional values in the elaboration of a dish before being consumed. But there we find an error or we have an erroneous knowledge following the aforementioned premise since studying the culinary art branch of gastronomy where everything says that is creativity is considered art, and because it is art it is not considered knowledge, according to the University of CooksCordon Blue Paris 2015:

Culinary arts are an expression of artistic ideas through food or food related to food. In relation to hotel and restaurants, culinary art generates an impression on customers or guests, as the selection or menu dishes are expected to be prepared according to high quality standards.

In addition, when we elaborate a dish we express and transmit a knowledge in an unconscious way, since the process using for the elaboration of said dish requires prior knowledge and in turn can convey a knowledge to the consumer, throughout our lives the human beingrelates the senses with lived facts or experiences. Therefore, a taste or smell can teleport you to a moment of childhood in seconds.According to the above we create art or crafts? since art and crafts are two terms which the dictionary is defined first to all the reproduction of reality through images This is called art (beautiful) and the (useful) crafts such as the technique used in the elaboration of objects. According to Walter Jerusalinsky in his article, he mentions that the Greeks had a term called “Techne” to which he refers to art, technique, trade or skill for which he is used to create a reality that did not exist in the previous one, this new realitythat responds to a purpose, for example: any artifact that has been deigned to a purpose and fulfills a useful function is called "Techne"

In addition, art is explained as everything creative that man expresses in several ways according to Luis Camnitzer in his article where he expresses “we can consider art as a way of thinking, acquiring and ordering knowledge using our imagination without limits to makeconnections, and as a tool to subvert conventions in order to update and shape culture and improve society. ‘The thought of art’ can be seen as speculation based on curiosity, without dogmas, without ruling out anything, except the too obvious and trivial. Even chaos is part of this totality: non -logical, non -linear connections can be used as much as the most logical, and everything is available when it comes to building new systems of order.”From this perspective, art includes both science and magic: it leaves nothing out. Art is not found in the middle;It is the umbrella that includes and looms.

This integration makes art a meta-discipline and science, if I dare to say it, it must be considered as one of the many subcategories of art. An obvious question would be: Why can’t art thought be integrated into other areas of thought? We have to change the curricula and then, little by little, find ways to infiltrate other schools, other disciplines, and require that they adopt us. With this approach, we could potentially achieve a true university of liberal arts and a true education, and if we return to the idea that knowledge is a complex social practice which produces forms of subjectivity in the concrete event of praxis, that is,Not only reads and/or interprets what exists but also builds worlds and constitutes us as subjects. Art, then, allows us to think and act flexible and creatively;We build understandings that feed the possibility of designing objects and processes, of anticipating ideas, of formulating different questions, of finding alternative answers, explaining phenomena and communicating strongly (and how other languages cannot do) what we know, we want, we propose, but, also and almost magically, many times they allow us to refer to what we do not know.

Art, in addition, allows you to see beyond, say what is not said, ask ared. Now, and coinciding with Luis, why limit the inclusion of art to education as an instrument or support for the understanding of science, history or mathematics? Why restrict the inclusion of artistic languages such as "other languages", often subsidiaries of the word? Why not think of mathematics, history or other sciences so that they contribute to the development of creative thinking? How challenging this invitation to think about the possibility of a rich and fertile synergy and interaction if we imagined schools from other perspectives. Thanks for this provocation that is not just that, but points out possible paths to transform educational institutions.  

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