الفن و مشكلة المنهج

Abstract EN

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The method was linked to the material experimental science and began to expand little by little, to include the rest of the vital, human and artistic investigations.

However, epistemological problems arose regarding the generalization of the curriculum, just as the problem of generalizing the results was raised.

These discussions were accompanied by a counter-methodological revolution that questioned the usefulness of the method in science itself, and this is what we find in the thesis of contemporary epistemologist Paul Feyeraband, who denied the method in knowledge as a whole.

Therefore, this article came in the context of discussing the problem of methodology in art through the following question: How can the non-methodology of art be proven? How do we reconcile the freedom of artistic creativity with the need for methodological commitment? The most important result we got in the end is that there is an art curriculum, but the artistic curriculum, like the scientific method, allows a margin of what we have called "methodological freedom.

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