Art’s teaching function can be reclaimed in cognitively innovative, non-didactic form.

Evidence

The teaching function of art was, however, always stressed in classical times (even though it there mainly took the form of moral lessons), while the prodigious and still imperfectly understood work of Brecht reaffirms, in a new and formally innovative and original way, for the moment of modernism proper, a complex new conception of the relationship between culture and pedagogy. The cultural model I will propose similarly foregrounds the cognitive and pedagogical dimensions of political art and culture, dimensions stressed in very different ways by both Lukecs and Brecht (for the distinct moments of realism and modernism, respectively). — Fredric Jameson, Postmodernism, or, The Cultural Logic…, 162

Categorization

• DEFINE: Defines the pedagogical/cognitive dimension of art that Jameson’s cognitive-mapping aesthetic will build on.
• XREF: connects to: Flexible grading must accompany transformed teaching to permit nondirected thought