CRITICAL, CREATIVE, DIFFERENT AND FREE THINKING IN ARTS AND SCIENCE EDUCATION ABOUT ARTS
CRITICAL, CREATIVE, DIFFERENT AND FREE THINKING IN ARTS AND SCIENCE EDUCATION ABOUT ARTS
DOI:
https://doi.org/10.56107/ijpa.v3i1.248Keywords:
art education, critical thinking, creativity, difference, independenceAbstract
This article explores the intricate relationship between critical thinking, creativity, difference, and
intellectual freedom within the context of art education and the philosophy of art. Through a
philosophical-aesthetic approach grounded in critical reflection, this study discusses how
questioning, opposing, and challenging norms can function as both methods of critical inquiry and
expressions of creativity. It emphasizes that creativity is not confined to unconscious inspiration or
childlike spontaneity, but emerges through disciplined thought, lived experiences, and reflective
engagement with cultural traditions. The paper highlights the role of tacit knowledge in traditional
dance, where creative acts are embedded in embodied practices and collective memory.
Furthermore, it examines how dance serves as a metaphor for freedom, offering possibilities for
artistic resistance and renewal beyond conventional boundaries. Art education, in this framework,
is not merely the transfer of artistic skills, but a transformative space where critical consciousness
and imaginative capacities are cultivated. With the integration of the principles of difference,
plurality, and independence of mind, educators and learners are encouraged to transcend binary
thought structures and hierarchical traditions. The findings of this research affirm that fostering
critical and creative thinking is essential to producing innovative and socially meaningful artistic
practices
References
Badiou, Alain, 2005, Handbook of Inaesthetics , translated by Alberto Toscano chapter 6, Dance as
a Metaphor for Thought , Stanford University Press, pp 57-71
Baggini J., and FoslP.S., (2010) The Philosopher's Toolkit, A Compendium of Philosophical
Concepts and Methods , Wiley-Blackwell, A John Wiley & Sons, Ltd., Publication, 2nd
edition
Bambang Sugiharto, I., ed. 2015, What is Art For?, UNPAR Humanities Book Series, Pustaka
Matahari, 3rd printing
Freeland, Cynthia, (2001), But Is It Art ?, Oxford University Press
Fristian Hadinata And James F. Mendrofa, Eds, 2020, Philosophy and the Everyday Lives , Nova
Publisher
Hammersmeister, Kei, (2002) German Aesthetic Tradition , Chapter 1, p.1-13, Cambridge
University Press
Hardy, Tom. Ed. 2006 Art Education in A Postmodern World : Collected Essays, Bristol UK;
Portland, OR, USA : Intellect Books
Ken Ichi Sasaki, Ed., Asian Aesthetics , chapter 7, Ynhui Park, Meot – In Search of Korean
Aesthetic Identity , pp.67-69, NUS Press, Singapore, Kyoto University Press, Japan
Langer, Sussane Knaugh, 1953, Feeling and Form , A Theory of Art developed from Philosophy in
a New Key , New York : Charles Scribner's Sons
Lyotard, JF 1984, The Postmodern Condition : A Report on Knowledge , Manchester University
Press (English Translation)
McFee, Graham, 1992, Understanding Dance , Routledge : London and New York
Passmore, John, (2010) On Teaching to be Critical , in Peter, Hospital, Ed., Chapter 12, The
Concept of Education , p. 134-147
Purwadmadi Admadipura, 2007, Joget mBagong, behind the Bagong Kussudiardja Dance, Bagong
Kussudiardja Foundation
Rubin, Leon and I. Nyoman Sedana, 2007, Performance in Bali , Routledge, Taylor and Francis
Group
Sawyer, R. Keith, (2006) Explaining Creativity , The Science of Human Innovation , Oxford
University Press, p. 1-36
Yasraf Amir Piliang, 2018, Medan Creativity, Publisher : Library Cantrik
