Conceptual Art for Philosophy in the Classroom

• In Event: Myths, Knowledge, and Conceptualizations of Curriculum

Abstract

This paper considers the role of conceptual art-work in using philosophy across the secondary-school curriculum. The conceptual/theoretical framework combines philosophy of art with philosophy of education. The argument will be made that conceptual art and philosophy engage the inquirer in questions pertinent to the foundational study of the scholarly disciplines and, by extension, the subjects of the secondary-school curriculum. The method employed is conceptual analysis. Examples of contemporary Canadian conceptual art-works will be analysed to demonstrate their philosophical effectiveness. Each art-work will also be considered in light of one or more of the core subjects of secondary school in Canada today.

Author

• Michelle Forrest, Mount Saint Vincent University