Art education: a case of mistaken identity?

This is the final version of the article. It first appeared from the University of KwaZulu-Natal via http://joe.ukzn.ac.za/download/joe59.aspxThis paper begins by identifying two fundamental problems in contemporary British and American secondary art curriculum: epistemological confusion and the absence of any aesthetic component. This paper proposes a reformulation of art as an aesthetic cultural accomplishment drawing on Kant’s theory of the aesthetic and symbolic representation as discussed by Cassirer and Langer. This is followed by a comparative epistemological analysis of art with Social Realist models of scientific knowledge. A case is made for art as a unique form of knowledge, possessing both a subjective aesthetic basis and an objective basis in its expressive form. The final section of this paper discusses the implications of the proposed conceptualisation of art for the art curriculum, and proposes a model for art education in schools that has the potential to solve the problems identified at the beginning

Response to Michael Merry\u27s Citizenship, structural inequality and the political elite

Michael Merry makes some insightful criticisms of Citizenship Education (CE) and its claims to promote deliberative reasoning and critical thinking which are associated with liberal democracies. However, he extends the scope of his criticism to include schooling and education in general. While the author agrees with his criticisms of CE specifically, he disagrees with his more generalised criticisms of education. (DIPF/Orig.

Decolonising discourses as symptoms of morbidity

The central argument in this paper is that the claims of decolonising discourses are a morbid symptom of a theoretical and political impasse. By decolonising discourses in education, the author refers to those theories and practices that are premised on the idea that political decolonisation in the post-war era has been insufficient to establish equality or justice. The socio-political power relationships from the past are, it is claimed, imprinted in the knowledge and knowledge practices of the West and, as such, strategies of reparative purification need to be constructed and implemented. Intellectually, the roots of decolonising theories can be traced at least to the disenchantment with western liberalism and modernity, eloquently voiced by Marcuse in Repressive Tolerance (1965), and in the subsequent development of southern/global/post-colonial theories that seek to establish contemporary effects of colonialism in former colonized societies. (DIPF/Orig.

Art education: a case of mistaken identity?

This paper begins by identifying two fundamental problems in contemporary British andAmerican secondary art curriculum: epistemological confusion and the absence of anyaesthetic component. This paper proposes a reformulation of art as an aesthetic culturalaccomplishment drawing on Kant’s theory of the aesthetic and symbolic representation asdiscussed by Cassirer and Langer. This is followed by a comparative epistemologicalanalysis of art with Social Realist models of scientific knowledge. A case is made for art asa unique form of knowledge, possessing both a subjective aesthetic basis and an objectivebasis in its expressive form. The final section of this paper discusses the implications of theproposed conceptualisation of art for the art curriculum, and proposes a model for arteducation in schools that has the potential to solve the problems identified at the beginning

Malaria in Pregnancy

Malaria infection during pregnancy is an important public health problem with substantial risks to both the mother and foetus. Pregnant women are the most vulnerable group of malaria‐associated morbidity and mortality. A pregnant woman has an increased risk (up to four times) of getting malaria and twice the chances of dying from malaria, compared to a non‐pregnant adult, becuase the immune system is partially suppressed during pregnancy. Malaria in pregnancy not only affects the mother but also has a dangerous sequel for the developing foetus, resulting in premature delivery or intrauterine growth retardation. Diagnosis of malaria in pregnancy remains a challenge due to the low parasite density and placental sequestration of Plasmodium falciparum. Thus, there is an urgent need for new diagnostic methods to detect malarial parasites in the pregnant women. Though antimalarial drugs are available, which can be safely given in the pregnancy, increasing drug resistance of malarial parasite may pose a big problem in the future. In this chapter, we review the burden of pregnancy‐associated malaria (PAM), its pathogenesis, diagnostic issues during pregnancy and recent guidelines for chemoprophylaxsis and treatment

Pregnancy following re-stenosis of complete transverse vaginal septum

We report a case of 23 year woman who came to us with 6 weeks pregnancy and complete transverse vaginal septum. Cesarean section along with resection of septum was done. Restenosis of vagina was observed during puerperium. No surgical intervention was done. Spontaneous pregnancy with well- formed vagina was noted after 3 years

Neglected vaginal pessary

Vaginal pessary may be opted for management of uterine prolapse as a safe option, but to avoid complications regular follow-up is a must. We are reporting a case of neglected vaginal pessary in a 72 year old female which got embedded in vaginal mucosa and required excision of vaginal band for its removal