Kritiskt tänkande i skolan. Betraktat genom radikal estetik, medialisering och en poetisk performance av Athena Farrokhzad

Johan Alfredsson

Abstract


Critical Thinking in School: Considered Through Radical Aesthetics. Metiatization and a Poetic Performance by Athena Farrokhzad

Over the last decade, the Swedish school system has been discussing the intersection between aesthetics and learning with much enthusiasm. The aim of this article is to show how this discussion can be invigorated by contemporary poetic practice, and how focus thus can be shifted from what Jan Thavenius has labelled »market aesthetics« and »modest aesthetics«, to what he labels »radical aesthetics«, i.e. an overriding aesthetics which is critical by nature, and therefore able to permeate the school system. Much contemporary poetry looks upon itself as a critical art form, at least as much as a creative one. The example used in the article – a controversial radio program, and poetic performance from 2014, by Athena Farrokhzad – uses poetry to highlight the ideological and religious discourses of con- temporary – »mediatized« – society. Appropriating the poetic methods she uses, and employing them meta-critically within the classroom, could bring the school system closer to Thavenius’s ideal »radical aesthetics


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