Transformative Teaching

Abstract

Education as a fundamental value of society is of the utmost importance. Perhaps its value should be understood along with the basic needs that sustain human life — understanding the present as transitory limits the understanding of a more global vision deemed appropriate when discussing education. The challenge is about a cumulative present of past experiences that inform a future, which we wish to be as fruitful as possible in education and knowledge transfer. As a social entity, the school imprints itself on society. A single text cannot promise the resolution of clear and already identifiable tensions between fields of expertise. However, it can help refine or calibrate the spectrum of issues necessary for the Times of Transition to be Times of Permanence, consolidation, and widespread enthusiasm for humanistic ideals, the fundamental basis of arts and science education. We propose a review to seek answers that may have already been outlined in the past century’s art movements of the 60s/70s. Art sought to emancipate itself from institutions, breaking the genesis of concepts. Museums stereotyped the works and their authors to trivialize their message. In response, art left museums, not only for the street but also for the world, to reverberate with its message. The Landart movement is an excellent example of this. We want to precisely discuss this intersection between the message and how or where it should convey. It’s not just what education can give back to society, but what education can today learn from the community, even from art.