Cristin-prosjekt-ID: 2493322
Sist endret: 30. november 2021, 08:49

Cristin-prosjekt-ID: 2493322
Sist endret: 30. november 2021, 08:49
Prosjekt

PIMDI The pedagogy of imaginative dialogue. An EU ERASMUS+ strategic partnership

prosjektleder

Helene Illeris
ved Universitetet i Agder

prosjekteier / koordinerende forskningsansvarlig enhet

  • Hanzehogeschool Groningen

Finansiering

  • TotalbudsjettNOK 3.650.000
  • EU
    Prosjektkode: 2020-1-NL01-KA203-064604

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag • Fagdidaktikk

Emneord

Kunsdidaktikk

Tidsramme

Avsluttet
Start: 1. september 2020 Slutt: 31. august 2023

Beskrivelse Beskrivelse

Tittel

PIMDI The pedagogy of imaginative dialogue. An EU ERASMUS+ strategic partnership

Vitenskapelig sammendrag

This strategic partnership will employ the specific resources that are available within the field of art education to develop a pedagogy of imaginative dialogues. Such dialogues allow pupils/students to recognize both experientially and reflectively that values, however strongly felt, are never given, but result from an act of valuing that is shared by all.

The partnership has a threefold focus:

1) A new pedagogy: the pedagogy of imaginative dialogues (PIMDI)

2) A new approach: zooming in on the act of valuing

3) Tackling an underlying problem: the paradox of democratization

1. Drawing on the resources available in the field of arts education, the strategic partnership will develop a new mode of education: the pedagogy of imaginative dialogues. This new

pedagogy takes the (potential) tension between seemingly incompatible cultural values as a productive and engaging starting point in order to open up a dialogical space between

them. The pedagogy is imaginative in the sense that it employs artistic forms and strategies, already available in the field of the arts (education), to play out the contrast between

cultural values in a fruitful and non-violent manner. Once the contrasts have been properly drawn out, experimental variations will be developed in which the consequences of valuing

one thing over another are explored in various settings.

2. By taking the (radical) differences between cultural values seriously without immediately trying to overcome or mediate them, the pedagogy of imaginative dialogues will allow

students and pupils to get a better insight in the process of valuing as such, highlighting its historical and social conditions. On the one hand, this reveals a shared investment in giving

value to the world around us, opening up a rich potential of possible ways of doing this. On the other, it will instil a critical attitude in participants and enable them to evaluate the

mechanisms of value formations as well as the unarticulated inconsistencies and contradictions that lie therein.

public sphere, of widely divergent perspectives, has led to what could be coined as the paradox of democratization: stimulating diversity, democracy runs the risk of losing the common

ground that allows for an interaction between perspectives. The pedagogy of imaginative dialogues aims at re-establishing such a common ground – not in terms of a shared system of

values, but through a shared insight into the process of valuing as such.

The project involves five partners from four European countries:

1) The Master of Education in Arts at the Hanze University of Applied Sciences in Groningen, a joint degree with NHL Stenden University at Leeuwarden in the Netherlands.

(Hanzehogeschool Groningen & NHL Stenden Hogeschool)

2) The Master track in Arts Education at the department of Arts, Culture, and Media of the University of Groningen in the Netherlands. (Rijksuniversiteit Groningen)

3) The Master Arts Education at the Iceland Academy of the Arts in Reykjavik in Iceland. (Listahaskoli Island)

4) The Master Fine Arts at the University of Agder in Norway. (UiA)

5) The Master Theatre pedagogy and Dance pedagogy at Uniarts Helsinki in Finland. (Taideyliopisto)

 

prosjektdeltakere

prosjektleder

Helene Illeris

  • Tilknyttet:
    Prosjektleder
    ved Universitetet i Agder
  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for visuelle og sceniske fag ved Universitetet i Agder

Tormod Wallem Anundsen

  • Tilknyttet:
    Prosjektdeltaker
    ved Universitetet i Agder
  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for klassisk musikk og musikkpedagogikk ved Universitetet i Agder

Lisbet Skregelid

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for visuelle og sceniske fag ved Universitetet i Agder
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