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GROUNDED AESTHETICS: PEDAGOGY FOR A POST-TRUTH ERA

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dc.contributor.author Cragin, Becca
dc.date.accessioned 2022-06-30T09:41:49Z
dc.date.available 2022-06-30T09:41:49Z
dc.date.issued 2018
dc.identifier.citation Cragin, B. (2018). Grounded Aesthetics: Pedagogy for a Post-Truth Era. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 5(3) http://journaldialogue.org/issues/v5-issue-3/grounded-aesthetics-pedagogy-for-a-post-truth-era/ en_US
dc.identifier.issn 2378-2323
dc.identifier.issn 2378-2331
dc.identifier.uri http://journaldialogue.org/issues/v5-issue-3/grounded-aesthetics-pedagogy-for-a-post-truth-era/
dc.identifier.uri http://nur.nu.edu.kz/handle/123456789/6325
dc.description.abstract With the rise of cultural studies, positivism and formalism fell out of favor. But in recent years, altered versions of these methodologies have been suggested as solutions to the deficiencies of the ideological approach dominating the field. Where the ideological approach looks at the content of texts to determine their meaning, the aesthetic approach adopted by media scholars in recent years returns to the close textual readings of formalism (while abandoning its assertion that meaning resides in the text alone). Similarly, where the ideological approach tends to use textual analysis devoid of sociological empiricism, the use of “big data” in the humanities enhances interpretation by using empirical data alongside it (while rejecting positivism’s assumption that measurable data alone is probative). This article draws both methodological strands together to propose an approach to media interpretation called “grounded aesthetics.” Grounded aesthetics involves correlating sociological data with close textual reading to argue for the likely social meaning of the text, given the techniques it uses and the social reality around it. Examples of classroom activities are used to show how the approach can address the “post-truth” perspective many students share: that analyses of representation are interchangeable opinions. Grounded aesthetics greatly improves students’ ability to create well-supported textual analyses and to evaluate the persuasiveness of others’ arguments. It also models critical thinking skills that are useful for dismantling attacks on reality in the “fake news” era, especially those that dismiss analyses of inequality as ideology. Keywords: aesthetics, big data, class, cultural studies, empiricism, formalism, gender, inequality, media studies, pedagogy, post-truth, race en_US
dc.language.iso en en_US
dc.publisher Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy en_US
dc.relation.ispartofseries Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy;Volume 5, Issue 3 — Behind the Scenes: Uncovering Violence, Gender, and Powerful Pedagogy
dc.rights Attribution-NonCommercial-ShareAlike 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/us/ *
dc.subject Type of access: Open Access en_US
dc.title GROUNDED AESTHETICS: PEDAGOGY FOR A POST-TRUTH ERA en_US
dc.type Article en_US
workflow.import.source science


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