Editorial

Rachel K. Daichendt

doi:10.1386/vi_00073_2

ISSN: 2045-5879
E-ISSN: 2045-5887

f Editorial
By Rachel K. Daichendt
Source: Visual Inquiry, Volume 11, Issue 2-3, Dec 2022, p. 85 - 86
DOI: https://doi.org/10.1386/vi_00073_2
Language: English
- Published online: 08 Dec 2023

Abstract

This editorial abstract gives context for double Special Issue 11.2&3 of Visual Inquiry (VI) focuses on the content of the artist–philosopher, aesthetics and education.

Article metrics loading...

/content/journals/10.1386/vi_00073_2

2023-12-08

2026-04-22

Metrics

Full text loading...

/deliver/fulltext/viq/11/2-3/vi.11.2-3.85_Daichendt.html?itemId=/content/journals/10.1386/vi_00073_2&mimeType=html&fmt=ahah

References

Smith, G. (2021), The Artist–Philosopher and Poetic Hermeneutics: On Trauma, Washington DC: Routledge, https://doi.org/10.4324/9780367815479.
[Google Scholar]

/content/journals/10.1386/vi_00073_2

Article Type: Editorial

Keyword(s): aesthetics; art theory; artist–philosopher; Institute for Doctoral Studies in the Visual Arts (IDSVA); philosophy; visual art Ph.D

f Editorial

Abstract

Metrics

References

Most Read This Month

Most Cited Most Cited RSS feed

Walking art: Sustaining ourselves as arts educators

Discursive underground: Re-transcribing the history of art education using critical multicultural education

Transforming education through art-centred integrated learning

Construction of the Blackademic: An arts-based tale of identity in and through academia

Artistic activism in dangerous times: Teaching and learning against the grain

Image and identity: Media literacy for young adult Instagram users

Creativity as conversation in the interactive audience culture of YouTube

Attention on the edge: Ability to notice as a necessity in learning, teaching and survival

Negotiating historical interpretation and White privilege in histories of art education

Hands on: The importance of studio learning in design education