Teaching College-Level Photographic Manipulation through Epistemology

This study proposes an innovative pedagogy that incorporates epistemology in teaching photographic manipulation. Specifically, students explore their views of reality and infuse their contemplation into the production of assigned photographic projects. With readings and class discussions on the phil...

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Bibliographic Details
Published inThe international journal of arts education Vol. 17; no. 2; pp. 19 - 29
Main Author Huang, Yi-hui
Format Journal Article
LanguageEnglish
Published Paris Common Ground Research Networks 2022
Edition4
Subjects
Advisory Committees
Anatomy
Art Education
Artists
Bookstores
College students
Copyrights
Curricula
Desktop Publishing
Digital photography
Discussion (Teaching Technique)
Education
Epistemology
Ethics
Legal Responsibility
Networks
Open access
Pedagogy
Peer review
Periodicals
Philosophers
Photography
Research parks
Teaching
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Summary:This study proposes an innovative pedagogy that incorporates epistemology in teaching photographic manipulation. Specifically, students explore their views of reality and infuse their contemplation into the production of assigned photographic projects. With readings and class discussions on the philosophical object/subject relationship, I first invite students to identify their individual views of reality, whether it is objectivist or subjectivist, or a position in between. By relating to the close connection between accomplished artists’ views of reality and their digital composite works, students better clarify their own notions of reality and how to go about creating their composite photographs. While contemplating their worldviews, students complete photographic assignments that are based on various epistemologies to identify their views. This paper explains the concepts behind this pedagogy, details a variety of methods I employ, and cites students’ views and photographic work that resulted from their philosophical exploration.
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ISSN:2326-9944
2327-0306
DOI:10.18848/2326-9944/CGP/v17i02/19-29