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Abstract
This volume presents the reflections of twenty-one art educators, artists, and scholars on the relationship between art, ethics, and education. This introduction summarizes and highlights three crucial aspects which emerge from these contributions: the polarity between overarching ethical principles and ethics as an ‘ontogenetic’ process, developing out of specific situations; the complexity of artistic thought, which emerges from the critical interplay of different mental faculties; and the different ways in which artworks and artistic concepts can address ethical and educational perspectives. The authors’ diverse positions provide insight and inspiration for art educators, artists, and scholars engaged with questions of ethics and the effects of art and education. Despite the range of approaches present in these contributions, they touch on several core issues which this introduction will sketch out to facilitate the reader’s access, orientation, and positioning.
Abstract
Future visions of artificial intelligence are informed by an understanding of technology as an apparatus of instrumental rationality. In times of industrialization a hundred years ago the Bauhaus declared its mission to lead art and technology to a new unity. Can art nowadays play a significant role in conjuring new visions of science and technology? The self-portrait of the Renaissance artist Albrecht Dürer allows to distinguish a complex interaction of modes of thinking in the art process. Educating such an artistic thinking may provide the education of the full range of intelligence of the authors of future technologies. Perhaps then, the announced transhumanism could become a new form of humanism, in which artificial intelligence would become artistic intelligence.