https://aestheticlearning.org ALEx Wed, 21 Aug 2024 03:57:57 +0000 https://aestheticlearning.org en http://aestheticlearning.org/Home-Page-2 Wed, 21 Aug 2024 03:57:57 +0000 ALEx 454038 http://aestheticlearning.org/Adorno-5-1 Tue, 30 May 2023 09:20:17 +0000 ALEx 443577 HOME Part five - Constellations?To summarise...the idea of a critically constellate curriculum established around care, kindness, compassion, consideration and creativity contains a lot of Cs (ok, one K), but hey, what can I say? HOME Part five - Constellations?To summarise...the idea of a critically constellate curriculum established around care, kindness, compassion, consideration and... http://aestheticlearning.org/Adorno-4 Tue, 30 May 2023 09:19:58 +0000 ALEx 443576 HOME Part four - Curriculum as praxis, or co-cur/creationOriginally I’d planned on speaking in a bit more detail about the relationship between curriculum-praxis-constaellation and co-curation/co-creation, but I think I got a bit waylaid. Never mind - drop me a line sometime and I’ll chew yer ear off about it... HOME Part four - Curriculum as praxis, or co-cur/creationOriginally I’d planned on speaking in a bit more detail about the relationship between... http://aestheticlearning.org/Adorno-3 Tue, 30 May 2023 09:04:17 +0000 ALEx 443575 HOME Part three - HalbbildungA little bit more about Adorno and his conceptualisation of Halbbilding, or ‘half education’ HOME Part three - HalbbildungA little bit more about Adorno and his conceptualisation of Halbbilding, or ‘half education’ http://aestheticlearning.org/Adorno-2 Tue, 30 May 2023 08:56:45 +0000 ALEx 443574 HOME Part two - on Critical PedagogyThis video explains why Theodor Adorno rightfully belongs in the list of critical pedagogues, alongside bell hooks, Paulo Freire and Henry Giroux! HOME Part two - on Critical PedagogyThis video explains why Theodor Adorno rightfully belongs in the list of critical pedagogues, alongside bell hooks, Paulo Freire... http://aestheticlearning.org/Adorno-1 Tue, 30 May 2023 08:38:28 +0000 ALEx 443573 HOMEIntroduction This is where it all begins. In this intro video, I explain the imperative driving the change in business education. Reference list below. References Adorno, T. W. (1973) Negative Dialectics. (Ashton, E. B., Trans.) Routledge. (Original work published 1966) Adorno, T. W. (1978) Minima moralia: reflections from damaged life. (Jephcott, E. F. N., Trans.) Verso. (Original work published 1951) Adorno, T. W. (1993) Theorie der Halbbildung in Schriften: Soziologische Schriften(Cook, D., Trans.) (Original work published 1959) pp. 93-121. Adorno, T. W. (1997) Aesthetic Theory(Hullot-Kentor, R., Trans.). Continuum. (Original work published 1970) Adorno, T. W. (2014) The Jargon of Authenticity (2nd ed.). Routledge. (Original work published 1964) Aksoy, L., Jazaieri, H., Loureiro, Y. K., Milligan, K., Nesteruk, J., & Sisodia, R. (2019). Transforming Business Education through Social Innovation: from Exalting Heroes to Engaging our Humanity. Humanistic Management Journal, 4(2), 239–259. https://doi.org/10.1007/s41463-019-00068-4 Aliakbari, M., & Faraji, E. (2011). Basic Principles of Critical Pedagogy. 2nd International Conference on Humanities, Historical and Social Sciences. 1(17), 78-85. Association to Advance Collegiate Schools of Business (n.d.) AACSB https://www.aacsb.edu/  Barnett, R. & Coate, K. (2005).Engaging the Curriculum in Higher Education. Open University Press. Bobka, N., & Braunstein, D. (2018). Theodor W. Adorno and Negative Dialectics.In B. Best,  W. Bonefeld & C. O'Kane (Eds). The SAGE Handbook of Frankfurt School Critical Theory. SAGE Publications. Bovill, C. (2014). An Investigation of Co-Created Curricula Within Higher Education in the UK, Ireland and the USA. Innovations in Education & Teaching International, 51(1), 15–25. https://doi.org/10.1080/14703297.2013.770264 Bovill, C. & Woolmer, C. (2019) How Conceptualisations of Curriculum in Higher Education Influence Student-Staff Co-Creation in and of the Curriculum. Higher Education 78, 407–422. https://doi.org/10.1007/s10734-018-0349-8 Calma, A. & Davies, M. (2021) Critical Thinking in Business Education: Current Outlook and Future Prospects. Studies in Higher Education, 46(11), 2279-2295. https://doi.org/10.1080/03075079.2020.1716324 Chandler, B. (2014). Office Talk: Exploring Jargon in the Workplace. Grassroots Writing Research Journal. 53-60. Cornbleth, C. (1990) Curriculum in Context. Falmer Press. Cornbleth, C. (2008). Echo Effects and Curriculum Change. Teachers College Record, 110(10), 2148-2171. Cornuel, E.; Thomas, H. & Wood, M. (2022). The Value & Purpose of Management Education : Looking Back and Thinking Forward in Global Focus. Routledge. Day, F. (2022).Negative Dialectics by Theodor Adorno. Salem Press Biographical Encyclopedia. Desai, M. S., Berger, B. D., & Higgs, R. (2016). Critical Thinking Skills for Business School Graduates as Demanded by Employers: a strategic perspective and recommendations. Academy of Educational Leadership Journal, 20(1), 10-31. Ghoshal, S. (2005). Bad Management Theories Are Destroying Good Management Practices. Academy of Management Learning & Education, 4(1), 75–91. https://doi.org/10.5465/AMLE.2005.16132558 Gioia, D. A. & Corley, K. G. (2002). Being Good Versus Looking Good: Business School Rankings and the Circean Transformation from Substance to Image. Academy of Management Learning and Education, 1(1), 107-120. https://doi.org/10.5465/AMLE.2002.7373729 Giroux, H. A. (2020). On critical pedagogy. Bloomsbury Publishing. Grundy, S. (1987) Curriculum: product or praxis? Falmer Press. Helmling, S. (2003). Constellation and Critique: Adorno's Constellation, Benjamin's Dialectical Image. Postmodern Culture, 14(1).  https://doi.org/10.1353/pmc.2003.0036 hooks, b. (2015). Black looks: race and representation. Routledge. Jeffries S. (2017). Grand Hotel Abyss: the Lives of the Frankfurt School. Verso.  Kellner, D. (2020). Critical Perspectives on Television from the Frankfurt School to the Politics of Representation. In J. Wasko & E. Meehan (Eds.) A Companion to Television[pp.15-37]. John Wiley & Sons. Kerr, J.F. (1968). Changing the Curriculum. University of London Press. Krauß, A. (2011). Constellations: A Brief Introduction. MLN, 126(3), 439–445. Lowens, R. (2011) How Do You Practice Intersectionalism? An Interview with bell hooks.Black Rose Anarchist Federation. https://blackrosefed.org/intersectionalism-bell-hooks-interview/ Lundbye Cone, L. (2018) Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future. Educational Philosophy and Theory, 50(11), 1020-1030. https://doi.org/10.1080/00131857.2017.1341828 Mårtensson, P.; Bild, M. and Nilsson, K. (Eds.) (2009). Teaching and learning at business schools: transforming business education. Gower. Maxwell, M. (2002). What is Curriculum Anyway? In E. O'Sullivan, A. Morrell & M. O'Connor (Eds.). Expanding the boundaries of transformative learning: essays on theory and praxis. [pp. 13-22]. Palgrave Macmillan. McLaughlin, N. (1999). Origin myths in the social sciences: Fromm, the Frankfurt School and the emergence of critical theory. Canadian Journal of Sociology/Cahiers canadiens de sociologie, 109-139.  https://doi.org/10.2307/3341480 Mertens, D. (2017). Transformative research: personal and societal. International Journal for Transformative Research, 4(1), 18-24. https://doi.org/10.1515/ijtr-2017-0001. Morsing, M & Sauquet Rovira, A. (Eds.) (2011). Business schools and their contribution to society. SAGE. Pinar, W. (2005) The Problem with Curriculum and Pedagogy, Journal of Curriculum and Pedagogy, 2:1, 67-82. Patnaik, S., & Choudhary, D. (2022) A Call for Sustainable Management Education. AACSB Insights. https://www.aacsb.edu/insights/articles/2022/10/a-call-for-sustainable-management-education. Rose, G. (1978)The Melancholy Science: An Introduction to the Thought of Theodor W. Adorno. The Macmillan Press Ltd. Saulius, T.; Valanciene, D. & Bilan, S. (2020). Critical thinking in contemporary business education: Philosophical perspectives. Transformations in Business & Economics, 19(2), 21-37. Smith, M. K. (1996/2000).Curriculum theory and practice. The Encyclopedia of Pedagogy and Informal Education. www.infed.org/biblio/b-curric.htm Swanson, D. L., & Frederick, W. C. (2003). Are business schools silent partners in corporate crime? Journal of Corporate Citizenship, (9), 24-27. https://doi.org/10.9774/GLEAF.4700.2003.sp.00005 Trevors, J. T., Pollack, G. H., Saier, M. H., Jr., & Masson, L. (2012). Transformative research: definitions, approaches and consequences. Theory in biosciences = Theorie in den Biowissenschaften, 131(2), 117-123. https://doi.org/10.1007/s12064-012-0154-3 van der Zanden, G.J. (2022, 4 October) Why the World Needs Systemic Change. AACSB Insights. https://www.aacsb.edu/insights/articles/2022/10/why-the-world-needs-systemic-change Walkenhorst, H. (2008). Explaining change in EU education policy. Journal of European Public Policy, 15, 567–587. https://doi.org/10.1080/13501760801996741 Zuidervaart, L. (2007). Social philosophy after Adorno. Cambridge University Press. HOMEIntroduction This is where it all begins. In this intro video, I explain the imperative driving the change in business education. Reference list below. ... http://aestheticlearning.org/About-ALEx Mon, 01 May 2023 00:46:12 +0000 ALEx 442064 HOME PAGEAs an educator practicing in Narrm (Melbourne) I acknowledge that my practice takes place on stolen land, and, as such, I would like to respectfully acknowledge the traditional custodians of this land - the Wurundjeri people of the Kulin nations. I also acknowledge the traditions and richness of indigenous pedagogies. I have much to learn, but I am eager to do so. I am currently Senior Lecturer in Higher Education at the University of Melbourne, and have worked in Higher Education for over 20 years. I have a passion for critical and creative pedagogy. These descriptors come with a lot of baggage due to the misrepresentation of both criticality and creativity in education. To be noted: I employ the term ‘aesthetic learning’ with cautious determination. Let me explain... Aesthetic Learning Experience was first coined by John Dewey, and has found its expression in many pedagogical domains, not least ‘experiential learning’. I choose to reframe aesthetics in terms of aisthesis as I believe it is in the interests of decolonisation to do so. Claire Bishop is another author who has embraced this impulse. And, while Shustermann’s classification of somaesthetics is helpful in the shift from concept to (pedagogical) form, I believe indigenous Australians offer the most expansive demonstration of this in their relationship to country (something I can only aspire to). No doubt other First Nations cultures have similarly relationships with place that express deep somaesthetic connection and associated pedagogies. Something I have come to realise is that in the context of teaching and learning, there are two general categories of aesthetics (there are nuances, combinations and variations, but one step at a time): 1. pedagogical aesthetics   2. environmental aesthetics I have also developed a simple taxonomy of aesthetic learning experience:1. Essential or integral2. Augmenting or complementing3. TransformativeI have developed a card-sorting game to support the development of knowledge and capabilities to teach with these in mind. Below, you’ll see the Miro board prototype of the game. Here are some videos I developed to accompany a poster. I’m not wholly convinced they’re useful, as I’m clearly self-conscious about the absurdity of parsing Adorno this way...  1 | 2 | 3 | 4 | 5 HOME PAGEAs an educator practicing in Narrm (Melbourne) I acknowledge that my practice takes place on stolen land, and, as such, I would like to respectfully... http://aestheticlearning.org/Home-Page Mon, 17 Aug 2015 23:34:03 +0000 ALEx 442060 ENTER ENTER