Tere Vadén

Mika Hannula

Juha Suoranta

Theories, Methods and Practices

Artistic Research

Jari Keinänen

Marika Enwald

Etiikan haasteet on lukion filosofian etiikan kurssin oppikirja ja jatkoa johdantokurssin kirjalle Filosofian haasteet. Kirjan keskusteleva ja perusteleva ote haastaa lukijan ajattelemaan itsenäisesti sekä tarjoaa välineitä moraalisten näkemysten ja ongelmien arviointiin. Kirjan tavoitteena on tutustuttaa lukija keskeisten ajattelijoiden moraalifilosofiaan ja kehittää valmiuksia kohdata erilaisia näkemyksiä ja perustella omia kantoja. Kirjaan liittyvä sähköinen opettajan aineisto sisältää dia-/kalvopohjia, pohdintatehtäviä sekä oppikirjatehtäviä. Powerpoint- ja pdf-muotoinen aineisto valmistuu lokakuussa 2011. Aineisto on maksuton kirjaa käyttäville opettajille. FT Marika Enwald työskentelee tutkijana ja opettajana Tampereen yliopistossa. FM Jari Keinänen opettaa filosofiaa Kalevan lukiossa Tampereella. Dosentti Tere Vadén on filosofisen aikakauslehden Niin&Näin päätoimittaja ja hän työskentelee yliassistenttina Tampereen yliopistossa.

Etiikan haasteet FI2

Why did Martin Heidegger, the giant of continental philosophy, believe in 1933 that Hitler is the future of Europe? And why does Slavoj Žižek, “the most dangerous philosopher in the West”, support Heidegger’s right wing militancy? Heidegger and Žižek are not only erudite thinkers on human being but also incorrigible revolutionaries who even after the catastrophic failures of their favourite revolutions – the October revolution for Žižek and the National Socialist revolution for Heidegger – want to overcome capitalism; undemocratically, if necessary. The two share a spirited and sophisticated rejection of the liberalist worldview and the social order based on it. The problem is not that liberalism is factually wrong, but rather that it is ethically bad. Both argue for building and educating a new collective based on human finitude and communality. In the tradition of the Enlightenment, Žižek advocates a universalist revolution, whereas Heidegger sees the transformation rooted in particular historical existence, inviting a bewildering array of mutually exclusive criticisms and apologies of his view. The crisis that Heidegger and Žižek want to address is still here, but their unquestioned Europocentrism sets a dark cloud over the whole idea of revolution.

Heidegger, Žižek and Revolution

&ltI>Artistic Research Methodology argues for artistic research as a context-aware and historical process that works inside-in, beginning and ending with acts committed within an artistic practice. An artistic researcher has three intertwined tasks. First, she needs to develop and perfect her own artistic skills, vision and conceptual thinking. This happens by developing a vocabulary for not only making but also writing and speaking about art. Second, an artistic researcher has to contribute to academia and the -invisible colleges- around the world by proposing an argument in the form of a thesis, a narrative; and in so doing helping to build a community of artistic research and the bodies of knowledge these communities rely on. Third, she must communicate with practicing artists and the larger public, performing what one could call -audience education-. There is no way of being an engaged and committed partner in a community without taking sides, without getting entangled in issues of power. Consequently, the methodology of artistic research has to be responsive both to the requirements of the practice and the traditions of science. Here the embedded nature of the knowledge produced through artistic research becomes evident. &ltI>Artistic Research Methodology is essential reading for university courses in art, art education, media and social sciences."

Tere Vadén

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