Abstract
The decades-long surge of artistic
interest in social practice finds a potential confluence in the recent rise of
moral character as an object of psychological study, with both ideas filtering
downstream into contemporary arts education philosophy and practices. Although
much has been written about the social turn in the arts and the cultivation of
character in education, few investigators have analyzed the relationship
between them. This conceptual essay contributes to a possible convergence by
examining the tensions and opportunities inherent in the integration of
experimental art-making with the traditions of social science and moral theory.
Its purpose is to take a personality-based approach to socially engaged
art-making: to understand why some artists engage in social practice and the
implications for arts education. This inquiry draws from a series of public
interviews that examine the works and values, thoughts and feelings, practices
and perspectives of contemporary artists working in higher education.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.