The new meaning of the classroom through Art

Abstract

This article deals with the current gap between advances in science and technology, as well as the changing role of art museums towards being educational centers, the dichotomy between reason and sensitivity, and the need to incorporate into the totality of education the development of the capacity of "thinking-art". This confabulation of facts is expressed symbolically in the "school classroom", as an epigone of an exhausted system, which has shown its failure, and that nevertheless insists on enclosing students in cubes-cells to submit to an inequitable distribution of power, which has proven ineffective and obsolescent. The article has different sections, including the architectural resignification of the classroom, and the emergence of educational leaders who seem more like vendors, struggling to appropriate a large area of ​​the market with their bestsellers, than academics intent on revolutionizing education. In parallel, artists of merit, supplanting those who once graduated from Normal Schools or Teacher Colleges, are the real leaders who contribute to educational change and move towards a necessary educational revolution. That contribution is based on the freedom that arises from aesthetic pleasure, or "feeling-art," which, as illustrated by an eloquent anecdote about the discovery of DNA, could be of fundamental importance to the progress of humanity.