Newcastle Gateshead Initiative, Newcastle (UK), October 30 -November 2 2009.
Synopsis of Sacha Kagan’s intervention: Qué TAL ? – Transdisciplinary Action-Research & Literacy
For arts education to live up to the expectations of the UNESCO Roadmap (e.g. closing the “divide between cognitive and emotional processing”, “link[ing] Arts Education […] with Education for Sustainable Development”), a transdisciplinary literacy should be developed (to be “included in all curriculum subjects”).
For WAAE’s strategic plans on education for artists and teachers, I propose to add some priorities under the acronym : TAL:
- Transdisciplinarity (Cf. Basarab Nicolescu) as an epistemological frame, orienting arts education towards the education of citizens-artivists-artscientists ;
- Action-Research as a methodology nourishing a wider rationality encompassing the senses and the body in a multi-leveled reflexivity (Cf. the upcoming “International Summer School of Arts and Sciences for Sustainability in Social Transformation”) ;
- Literacy of a new type as a body of knowledge and sensibility; with two levels: an “ecological literacy” (Fritjof Capra) highlighting principles of resilience in diversity, dynamic balance and creative webs of life ; and a literacy of complexity (Cf. Edgar Morin) nurturing dia-logical thinking and highlighting principles of eco-auto-organization, autoecopoïesis and unity in diversity.
The TAL model is expected to foster a “sensibility to patterns that connect” as the foundation of shared “aesthetics of sustainability” (Cf. Gregory Bateson, Sacha Kagan).