学術雑誌論文

本学関連学会

text

The Journal of the Asian Conference of Design History and Theory. 2020, 3, p. 110-117

John Ruskin and the Two Cultures Debate : Victorian Art Education in the University Extension Movement

Yokoyama, Chiaki

The ACDHT 2019 FUKUOKA Executive Committee

英語

text

2020-03

Theme III : Design Education

The idea of ‘University Extension’ had first been proposed in 1850 by William Sewell, a senior tutor of Exeter College, who wrote to the Vice-Chancellor of Oxford University and suggested the establishment of local institutions directly associated with the universities. Sewell maintained that the universities accordingly could not only educate the masses but also could be ‘the great centres and springs of education throughout the country.’ Although this proposal was rejected on financial and personnel grounds, the discussion on opening the intellectual door of the old institutions to those who could not afford higher education subsequently continued until the comprehensive scheme of University Extension started in Cambridge, under the leadership of James Stuart, in 1873. The successes of the Working Men’s College, which was established in 1854, and the Elementary Education Act in 1870 enabled the University Extension Movement to take this first step forward. Both educational schemes, the Working Men’s College and University Extension, were based on ‘liberal education.’ The College announced that ‘human studies’ should form the primary part of its education. University Extension also emphasised humanistic teaching to nurture citizenship endowed with intellectual and moral excellence. The government’s education policy, however, inclined more to technical education. The implementation of the Technical Instruction Act in 1889 impinged on the endeavour to promote the humanities. The debate over ‘useless humanities vs profitable science,’ or the Two Cultures Debate, also kindled discussion on the meaning of art education in the University Extension Movement and other adult education schemes. There were active discussions in the Movement trying to maintain the position of art in the humanistic curriculum for workers, and John Ruskin’s educational philosophy was often referred to in support of such arguments. This paper will focus on John Ruskin’s legacy at the time of this educational shift in the late Victorian era.

10.18910/90924

90924

John Ruskin and the Two Cultures Debate : Victorian Art Education in the University Extension Movement

Yokoyama, Chiaki

The ACDHT 2019 FUKUOKA Executive Committee

英語

2020-03

The Journal of the Asian Conference of Design History and Theory

3

110

117

https://hdl.handle.net/11094/90924

10.18910/90924

https://doi.org/10.18910/90924