C-145. Art is infectious
art (not Art) is infectious. Catch it!
Insofar as the word speaks of composition, art is an R-word (C-107). The emphasis on Art, by an Art establishment, as a product of artists notwithstanding (App. XX: Noun-2). Though not familiar as a verb (most definitely not as “en-art”!) art speaks to a needed functionality, that of composition (cf. “compose” as an R-word), that of Involve as working companion to Grasp (C-105).
We cannot afford to speak of art simply in terms of artists and artists’ products, appreciating performance and product (e.g., talent, genius) as though Realization (App. XIX; C-111, 135) did not make composing a necessity with respect to our needed functionality (C-144).
The solutions we need for the problems we have and will have require composition … the composing of behavioral molecules, on a foundation and platform of behavioral architecture (C-90).
After the fact, there may be a (limited) science of behaviors (App. VI). Before the fact, we need an art of behavior – an art that creates behaviors (step making) and an art that uses behaviors compositionally (step making and taking).Such a science may satisfy decision makers but problem solvers need more than what can be (surely more than what has been) gleaned from the particulars of past behavior and collated via vague concepts (C-124).
Consider, for example, the shortsightedness of a STEM (Science, technology, engineering and mathematics) emphasis in the curriculum. Compare it with a ST[R]E[A]M emphasis, with the latter’s concern for an R-sense (C-128: a Grasp of Realization, so as to be able to Grasp what is being talked about and/or called for[C-110]), and for art’s compositional capability to Involve what is Grasped.
Make art more infectious!
Learning about Art and artists (even emulating them?) has a place in the curriculum. But education is about knowing, not just about learning (XI). Both kinds of knowing, Kt: by trying and Kf: by finding (C-93), rely on the questions we compose to direct our efforts. There’s an art to questioning, with a technology to assist us (X: pointed questions) – and a need for more (e.g., App. XXI).
(c) 2016 R. F. Carter
Insofar as the word speaks of composition, art is an R-word (C-107). The emphasis on Art, by an Art establishment, as a product of artists notwithstanding (App. XX: Noun-2). Though not familiar as a verb (most definitely not as “en-art”!) art speaks to a needed functionality, that of composition (cf. “compose” as an R-word), that of Involve as working companion to Grasp (C-105).
We cannot afford to speak of art simply in terms of artists and artists’ products, appreciating performance and product (e.g., talent, genius) as though Realization (App. XIX; C-111, 135) did not make composing a necessity with respect to our needed functionality (C-144).
The solutions we need for the problems we have and will have require composition … the composing of behavioral molecules, on a foundation and platform of behavioral architecture (C-90).
After the fact, there may be a (limited) science of behaviors (App. VI). Before the fact, we need an art of behavior – an art that creates behaviors (step making) and an art that uses behaviors compositionally (step making and taking).Such a science may satisfy decision makers but problem solvers need more than what can be (surely more than what has been) gleaned from the particulars of past behavior and collated via vague concepts (C-124).
Consider, for example, the shortsightedness of a STEM (Science, technology, engineering and mathematics) emphasis in the curriculum. Compare it with a ST[R]E[A]M emphasis, with the latter’s concern for an R-sense (C-128: a Grasp of Realization, so as to be able to Grasp what is being talked about and/or called for[C-110]), and for art’s compositional capability to Involve what is Grasped.
Make art more infectious!
Learning about Art and artists (even emulating them?) has a place in the curriculum. But education is about knowing, not just about learning (XI). Both kinds of knowing, Kt: by trying and Kf: by finding (C-93), rely on the questions we compose to direct our efforts. There’s an art to questioning, with a technology to assist us (X: pointed questions) – and a need for more (e.g., App. XXI).
(c) 2016 R. F. Carter
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