Aesthetic Education and the Phenomenology of Learning

  • Jonathan Owen ClarkEmail author
  • Louise H. Jackson


This chapter problematises the current limitations of temporal consciousness in contemporary UK-based higher education that has manifested in an accelerated neoliberal present. This is firstly achieved through a phenomenological and pragmatist reading of meaning-formation, learning and temporal consciousness. Further to this, we adopt critical approaches from aesthetic theory and arts reception, and connect these to the positing of a suitable ‘aesthetic education’ that exposes and makes visible neoliberal narratives that are temporally and pedagogically suppressive, thereby linking the phenomenological with the political. We end by examining polylogical pedagogies, particularly in the arts, that are fundamental to ways of resisting and fracturing the foreclosure of potentiality in both learners and educators.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Trinity LabanLondonUK

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