School of Culture and Communication - Theses
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ItemThe art school and the university: research, knowledge, and creative practices( 2011)This thesis tracks changes in ‘research’ and ‘knowledge’ emerging from the incorporation of the art school into the university through the end of the 20th century. Identifying the need for historicised accounts of these contemporary institutions, the thesis synthesises the historical transformation of i) the modern university; ii) the art academy; and iii) the genre of the Ph.D. thesis that holds disciplinary knowledge in the arts and sciences through the 19th and 20th centuries. A key finding of this investigation is that these institutional forms have been revised according to different philosophical bases at different times, which is particularly evident in the substitution of science and natural philosophy for theology as the secular organising principle for the modern university. This displacement, which is also a repetition of its Christian heritage, begins in Germany in the late 18th and early 19th centuries, finally dominating higher research study by the 20th century. The investigation also finds that while studio art education has aspired to the status of liberal knowledge since at least the 15th century, its role as a university discipline remains conflicted, lacking a widely-held shared rationale for its modes of research that are nevertheless spreading rapidly through the provision of practice-based doctorates. The thesis argues that as with other new disciplines to the university, it will be through elaboration of a discipline-specific discourse drawn from the field itself that sustains its institutional acceptance, rather than the simple borrowing of other research definitions from other knowledge paradigms. Based on these findings, the final chapters of the thesis use scholarship in the history and philosophy of science to critique the Protestant-dominated moral economies embedded in scientific research paradigms that influence academic justifications for practice based research, with attention to postcolonial and feminist analyses of constitutive subjectivities underpinning these paradigms. The thesis then uses the work of Jacques Derrida and Bernard Stiegler on archives of knowledge to elaborate a process of performative individuation in relation to material ‘bodies of knowledge’, arguing that such a process differs from idealist scientific relationships to constative knowledge, and that this offers a more appropriate paradigm for considering the contributions to knowledge of the visual arts. Drawing upon Derrida’s account of the ‘university without condition’ (2002) and Spivak’s account of humanities learning, the thesis argues that the critical culture of ‘singularisation’ customary to the visual arts can productively address current transformations in the mission and operations of the university. A short postscript considers the implications of this argument for academic policies governing practice-led doctoral qualifications.