This thesis is a critical examination of postmodernist pedagogy currently used in the education of visual artists. It is particularly concerned with the teaching of the traditional disciplines of painting and drawing within a postmodern context. My hypothesis is that the teaching of visual arts within a postmodern orientation more or less relies on an anti-aesthetic stance that is content-centered, with an insistence on critically and politically aware art. The overall objective of this thesis is twofold: First, to generate some questions and ideas that could be of assistance to post-secondary art instructors. Second, to establish a framework for an extended qualitative research that will address the impact of postmodernism on education of artists. The title "beyond the anti-aesthetic" does not necessarily present itself as a negation of the postmodernist paradigm. It identifies a need to revitalize visual art instruction within the postmodern model, to re-address the interplay between form and content in visual art and enhance critical thinking.

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 12, 2006. Dissertation Committee: Douglas D. Hesse (chair), Janice Neuleib, Ronald J. Fortune. Includes bibliographical references (leaves 201-213) and abstract. Also available in print.

No description available.

Thesis (Ed.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed Mar. 16, 2010). Includes abstract. Includes bibliographical references.

In today's world of communication technology, film and television more than ever inform and persuade us about our world through a wealth of images. The purpose of this study is to explore "the various way that film narratives function to construct the social reality that constitutes the lived world of social actors" (Mumby, 1993:5). The thesis argues that film narratives and video productions are historical social/political artifacts incorporating important social and political issues through the use of ideology, rhetoric and genre in the "politics of representation." The study examines a number of theoretical positions proposed by adult educators in relation to five poststructural perspectives chosen for this research. The analysis begins with a Lacanian interpretation of subjectivity in the complexities of female bonding with the Other, then follows with Foucault's concepts of knowledge and power, Derrida's perspective on differance, Baudrillard's thesis on "simulacra" and closes with Lyotard's philosophy on the "postmodern condition." The study argues that objects of knowledge are locally and historically specific, and that they become available for human understanding only within certain "language games," "paradigms" and "discursive formations." Following the lead of these French thinkers, the study investigates the central role language plays in the process of socialization while questioning simultaneously, the ideological processes forming our subjectivities. Also the study challenges the foundational basis for historical knowledge and the existing state of cultural power, one that structures identities of Self and Other within societal forms of domination and exploitation. The research concludes with reasons why a postmodern position extends the imaginary spaces for cultural narratives and offers alternative models for adult education. These positions are "necessary illusions" grounded upon our understanding of cultural identities, and focus upon a new engagement of adult education through a "politics of difference." The thesis attempts to help adult learners comprehend their own cultural situation through an explicit understanding of how narrative discourses operate within the "politics of representation" on two levels: one, as a communication phenomenon that pedagogically and culturally constructs human identities through role-playing, and two, as a social phenomenon that both reinforces and challenges the social order.

Thesis (D.Min.) -- Gordon-Conwell Theological Seminary, 2006. / Includes bibliographical references.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Abstract and vita. Includes annotated bibliographical references (leaves 95-124).

Thesis (M.Ed. (Education)) - Rhodes University, 2008. / A thesis submitted in partial requirement for the degree of Masters in Education.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Glenn Hudak; submitted to the School of Education. Title from PDF t.p. (viewed Aug. 12, 2009). Includes bibliographical references (p. 191-205).

In today's world of communication technology, film and television more than ever inform and persuade us about our world through a wealth of images. The purpose of this study is to explore "the various way that film narratives function to construct the social reality that constitutes the lived world of social actors" (Mumby, 1993:5). The thesis argues that film narratives and video productions are historical social/political artifacts incorporating important social and political issues through the use of ideology, rhetoric and genre in the "politics of representation." The study examines a number of theoretical positions proposed by adult educators in relation to five poststructural perspectives chosen for this research. The analysis begins with a Lacanian interpretation of subjectivity in the complexities of female bonding with the Other, then follows with Foucault's concepts of knowledge and power, Derrida's perspective on differance, Baudrillard's thesis on "simulacra" and closes with Lyotard's philosophy on the "postmodern condition." The study argues that objects of knowledge are locally and historically specific, and that they become available for human understanding only within certain "language games," "paradigms" and "discursive formations." Following the lead of these French thinkers, the study investigates the central role language plays in the process of socialization while questioning simultaneously, the ideological processes forming our subjectivities. Also the study challenges the foundational basis for historical knowledge and the existing state of cultural power, one that structures identities of Self and Other within societal forms of domination and exploitation. The research concludes with reasons why a postmodern position extends the imaginary spaces for cultural narratives and offers alternative models for adult education. These positions are "necessary illusions" grounded upon our understanding of cultural identities, and focus upon a new engagement of adult education through a "politics of difference." The thesis attempts to help adult learners comprehend their own cultural situation through an explicit understanding of how narrative discourses operate within the "politics of representation" on two levels: one, as a communication phenomenon that pedagogically and culturally constructs human identities through role-playing, and two, as a social phenomenon that both reinforces and challenges the social order. / Education, Faculty of / Graduate