The main goal of this initiative is to develop a practice of therapeutic education (Rogers, 1969; Freire and Freire, 1994) in creative, arts-based pedagogies and inter-disciplinarity: and for you as students and staff within the School of Education to be able to successfully grasp the multi-layered complexity  of contemporary world. The research will be interdisciplinary, integrating key ideas and approaches from a number of disciplines. The disciplinary emphasis will be on arts and social sciences, with important inputs from the fields of environmental studies, social anthropology and other related disciplines, but also economics, medicine, philosophy and fields that put an emphasis on individual creativity (such as movement, words, drawing/painting, photography and performative arts such as drama, movement, music), as well as religious studies and theology.

The significance and methodological productivity of interdisciplinary approaches has already been pointed out in previous anthropological research (for the importance of psychotherapy and psychoanalysis, see Born, 1998; for intersubjectivity, Bošković, 2001).

PROCESS/OBJECT

The Arts-based Research in Therapeutic Education (ARTE) will combine academic professional training with practical mindfulness (Blyth, et. al 2015; Greenberg, & Mitra, 2015), counselling (Rogers, 1959; and allied professions – which form an important part of the qualitative inquiry. It will combine research programmes (including training for the degrees of PG Cert, PG Dip, MSc, M Phil, MRes, PhD) with practical education (Continuing Professional Development – CPD). Therefore, it will help people acquire skills to conduct counselling and psychotherapy that can be delivered in different cultural and social settings (Naraindas, Quack and Sax, 2014), with the important awareness of reflexivity (Krause 2012). It will also draw on an important work of the Edinburgh-based psychoanalyst Ronald Fairbairn (1994), who was crucial for the development of ‘object-relations theory’, as well as Swiss psychoanalyst Paul Parin (1916-2009) and his Zürich-based ‘ethno-psychoanalytical approach’ – which in recent years is successfully used in interviews with and counselling of the immigrants in Western Europe.

BLURRING BOUNDARIES

A diverse range of creative, arts-based pedagogies and interdisciplinarial methodologies which focus on an embodied, relational and ‘person-centred’ approaches will be considered. The final chosen approach will combine qualitative, reflexive and professional inquiry. This approach is supported by ‘relational aesthetics’ (Bourriaud, 1998) which emphasizes the space between things by engaging with a range of materials and practices such as ‘auto-ethnography’ (Siddique, 2011) and  ‘assemblage-bricolage’ (Levi Strauss, 1966) which is the practice of the everyday that challenges professional learning to develop process-based collaborations of “the fitting together of parts and pieces” (Seitz, 1961). There  will be collaboration with scholars and practitioners from different disciplines and  invited visiting practitioners, academics, performers and artists.

 

To apply please submit an application form, information on which can be here: https://www.abdn.ac.uk/pgap/login.php)