A brief history of P2P education in the visual arts. http://blog.p2pfoundation.net/a-brief-history-of-p2p-education-in-the-visual-arts/2010/05/14
kevin flanagan. "As a student I found the emphasis on self directed creative exploration and the development of ones own thinking and ideas invaluable. Learning and exploring subjects of my own interest, on my own terms, in my own time was incredibly liberating. This de-schooling inspired a new confidence and appreciation for learning which had been lost during years of difficulty in secondary education. This is not to say that the courses where perfect. There where also some annoying restrictions. The division of art students into separate departments of sculpture, print and painting doesn’t make any sense when contemporary arts practice is so interdisciplinary. This only made things difficult for students looking for access to people, skills and equipment. Students and staff often struggle to maintain fertile ground for creativity. Art materials are expensive and studio space is at a premium. Finance for equipment and resources are scarce and competition between departments is high. More often than not finance is directed to more practical courses those capable of proving their value through more objective examinations and the ratings of postgraduate employer satisfaction. The value of the arts and humanities is difficult to measure in strict economic terms and as such they suffer. The recent decision to terminate Philosophy at Middlesex University a major center for research in the UK could be seen as symptomatic of this trend." See here for further details – http://www.timeshighereducation.co.uk/story.asp sectioncode=26&storycode=411482&c=2 http://www.edu-factory.org _______________________________________________ NetBehaviour mailing list [email protected] http://www.netbehaviour.org/mailman/listinfo/netbehaviour
