Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang
and the trustees will alwayslendersloan requests subject to usualconsiderthe claim made by Tarita Rapu,Regardingthe statue is a part of her people’s soul,that(a) To what extent are you able to1.this claim?comprehendfactors affect your ability toWhatdoso?especially have long embraced theMuseumsthat “cultural products are contributions toideaculture of all humankind” (Matthes 2017).theHague Convention of 1954 includes theThe1982 UNESCO Convention argues similarlyTheartefacts from World Heritage sites.foraddition, a 2016 declaration by the UnitedInHuman Rights Council suggestsNationsaccess to universal human heritage is athatright.humanWhat do you make of the British Museum’s2.that there is “great value inresponse,objects from across the worldpresenting… other cultures at the Britishalongside(a) Given your answers to questions 13.2, what would you suggest is theandplace for the statue, in terms ofbestand in terms of ethics?knowledgeadditional information would youWhatto more effectively answer thisneedideas have been used to argue in favourTheseforeign intervention to “protect” culture,ofto support universal collections, againstandof cultural property.repatriationmay be an inherent tension betweenThereand collective interests when it comesindividualcultural property, such as art. Janna Thompsontothe following.wroteII. PerspectivesII. Perspectivesconditions.” (Holland 2018)Museum?”consider the following questions.(b)(b)question?II.4.3 The role of museums: Does all culture“Convinced that damage to cultural heritage, bothbelong to all humankind?tangible and intangible, of any people constitutesdamage to the cultural heritage of humanity as awhole; Noting that the destruction of or damageto cultural heritage may have a detrimental andirreversible impact on the enjoyment of culturalrights, in particular the right of everyone to take partfollowing declaration.in cultural life, including the ability to access andenjoy cultural heritage.”“Damage to cultural property belonging to any people(UNHRC 2016)whatsoever means damage to the cultural heritage ofall mankind, since each people makes its contributionto the culture of the world.”(UNESCO 1954)“Their value cannot be conned to one nation or toone people, but is there to be shared by every man,woman and child of the globe.”(UNESCO 1982)If we think of art as being of value for individualdevelopment and to humankind as a whole, thendistributional issues cannot be avoided.(Thompson 2004)303
II. PerspectivesIII. Methods and toolswould be best placed to navigate thisWhomuseums or national governments? Iftension:accept that museums might be custodians forwegoods that belong to all of humanity, whatpublicwe say about the fact that most of them arecanWestern nations?inthe “Declaration of the Importance and ValueInUniversal Museums”, the directors of leadingofincluding the Metropolitan Museum ofmuseumsthe Getty Museum, the Hermitage MuseumArt,the British Museum write that “museumsandnot just the citizens of one nation but theserveof every nation” (quoted in MatthespeopleMatthes writes that Western museums2017).a long history of cultural marginalization”“have2017). For instance, he states that non-(Matthesthis section we explore the methods ofInand being an artist, and howbecomingis acquired and produced in theknowledgeWe also look at the role of tools andprocess.child is an artist. The problem is how“Everyremain an artist once we grow up.” So goestoquote, often attributed to Pablo Picasso, buttheon by many others to suggest that we alliteratedan innate artistic ability, and that educationhaveat best irrelevant to it.isyet, going to art school and formallyAndin the knowledge community ofparticipatingremains something of a stepping stoneartiststhe trajectory of many if not most artists.inis the purpose of an art education andWhatknowledge that is passed on and acquiredthemission and values of many leadingTheserve for the collective goodmuseums—tohumankind—seems at odds with theirofin just one part of the world. A keyconcentrationin the redistribution and repatriationconsiderationartistic works, argues Matthes, is how it canofcollections also house vast quantitiesPrivateknowledge away from public access. Toofextent should governments intervene inwhatcollections, and what would be someprivatean education in art looks differentGranted,the various disciplines—from theatre andinto film, dance and so on. And yet,literature,diverse art forms, studied in the context oftheseuniversity programmes, may perhapsmodernmore similar than we recognize. What canbelearn about how knowledge is transferredwelooking at how art education has changedbytime and the different forms it takes acrossovercultures?explore this question we turn to HindustaniTomusic from the northern regions of theclassicalsubcontinent. For close to 10 centuries,Indianknowledge was traditionally transferredmusicthe context of the guru–shishya paramparainwhere a student or disciple (shishya),system,knowledge under the direct guidanceacquiresa trusted teacher or master (guru). The guru–ofis defining as both a professional andshishyarelationship, marked by ceremonypersonal10anthropology museums as opposed to art museums,their designation as ‘primitive’ within the artworldcontext, and, despite these aspersions on theirartistic status, the colonialist acquisition of manysuch objects.(Matthes 2017)facilitate the recognition for marginalized groups.Western artworks have long been excluded to:implications of this?I I I . M E T H O D S A N D T O O LSmaterials.III.1 Method and art educationthrough it?and an initiation into a community and lineage.304
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and the trustees will always
lenders
loan requests subject to usual
consider
the claim made by Tarita Rapu,
Regarding
the statue is a part of her people’s soul,
that
(a) To what extent are you able to
1.
this claim?
comprehend
factors affect your ability to
What
doso?
especially have long embraced the
Museums
that “cultural products are contributions to
idea
culture of all humankind” (Matthes 2017).
the
Hague Convention of 1954 includes the
The
1982 UNESCO Convention argues similarly
The
artefacts from World Heritage sites.
for
addition, a 2016 declaration by the United
In
Human Rights Council suggests
Nations
access to universal human heritage is a
that
right.
human
What do you make of the British Museum’s
2.
that there is “great value in
response,
objects from across the world
presenting
… other cultures at the British
alongside
(a) Given your answers to questions 1
3.
2, what would you suggest is the
and
place for the statue, in terms of
best
and in terms of ethics?
knowledge
additional information would you
What
to more effectively answer this
need
ideas have been used to argue in favour
These
foreign intervention to “protect” culture,
of
to support universal collections, against
and
of cultural property.
repatriation
may be an inherent tension between
There
and collective interests when it comes
individual
cultural property, such as art. Janna Thompson
to
the following.
wrote
II. Perspectives
II. Perspectives
conditions.” (Holland 2018)
Museum?”
consider the following questions.
(b)
(b)
question?
II.4.3 The role of museums: Does all culture
“Convinced that damage to cultural heritage, both
belong to all humankind?
tangible and intangible, of any people constitutes
damage to the cultural heritage of humanity as a
whole; Noting that the destruction of or damage
to cultural heritage may have a detrimental and
irreversible impact on the enjoyment of cultural
rights, in particular the right of everyone to take part
following declaration.
in cultural life, including the ability to access and
enjoy cultural heritage.”
“Damage to cultural property belonging to any people
(UNHRC 2016)
whatsoever means damage to the cultural heritage of
all mankind, since each people makes its contribution
to the culture of the world.”
(UNESCO 1954)
“Their value cannot be conned to one nation or to
one people, but is there to be shared by every man,
woman and child of the globe.”
(UNESCO 1982)
If we think of art as being of value for individual
development and to humankind as a whole, then
distributional issues cannot be avoided.
(Thompson 2004)
303