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dc.contributor.authorMunday, Ianen_UK
dc.description.abstractThis paper considers the claims representatives of the ‘creativity movement’ make in regards to change and the future. This will particularly focus on the role that the arts are supposed to play in responding to industrial imperatives for the 21stcentury. It is argued that the compressed vision of the future (and past) offered by creativity experts succumbs to the nihilism so often described by Nietzsche. The second part of the paper draws on Stanley Cavell's chapter ‘Philosophy the Day After Tomorrow’ (from a book with the same name) to consider a future oriented arts education that may not fall victim to nihilism.en_UK
dc.publisherWiley-Blackwell for the Philosophy of Education Society of Great Britainen_UK
dc.relationMunday I (2016) A Creative Education for the Day after Tomorrow. Journal of Philosophy of Education, 50 (1), pp. 49-61.
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.titleA Creative Education for the Day after Tomorrowen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[Munday_JOPE_2016.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.jtitleJournal of Philosophy of Educationen_UK
dc.type.statusVoR - Version of Recorden_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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