Ethical Dialogue in Art Education: Immanence, Aesthetics, and Appearances in the Middle Ground
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Abstract
This article examines how art education can cultivate relational forms of dialogue at a time when educational policy increasingly privileges individualising, outcomes-driven approaches. Using Dora García’s Exhausted Books as an example, the article explores how art objects create an aesthetic domain where resistance, plurality, and relational meaning-making emerge. I conclude that recognising these aesthetic conditions is an essential quality of art education and essential for sustaining practices that support ethical sociability and dialogic engagement with the world. The article outlines a framework for educators seeking to cultivate openness, dissensus, and ethically grounded dialogue in contemporary learning environments.
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