International Journal of Education & the Arts | |
Volume 14 Review 5 |
August 8, 2013 |
Curriculum and the Aesthetic Life: Hermeneutics, Body, Democracy, and Ethics in Curriculum Theory and Practice: A Review Essay
Kimber Andrews Book Reviewed: Blumenfeld-Jones, D. (2012). Curriculum and the aesthetic life: Hermeneutics, body, democracy and ethics in curriculum theory and practice. New York: Peter Lang.Abstract As the title suggests, Donald Blumenfeld-Jones' book Curriculum and the Aesthetic Life: Hermeneutics, Body, Democracy, and Ethics in Curriculum Theory and Practice addresses a broad range of topics including aesthetic education, curriculum studies, dance and embodiment, social justice education, and identity. The breadth of exploration in the book is broad; yet salient themes emerge, come to the forefront, and at times recede only to resurface again in articles that have seemingly different topics. One salient line of exploration is how experience and a practical engagement can inform theory. Throughout the book, Blumenfeld-Jones uses his experiences as a teacher/artist/dancer/performer as a litmus test to point out the unexamined areas of theory; thus adding new dimensions of understanding and inquiry. Integral to his work is revealing the inner, lived, and embodied dimensions experience and how these can contribute to more just, holistic, and aesthetically alive field of curriculum and education.
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