Chapter 7 The Arts
Raphael, Transfiguration, 1517. Vatican museums, Rome.
Lesson 1 There is an Immensity of
Knowledge in Art.
Art often problematic in TOK
• How can knowledge be found in such a
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subjective experience like art?
Art is often viewed as being such a subjective
experience that objective knowledge cannot be
gained from it
It is argued that art is only a personal
experience which has no bearing or importance
away from the person doing the actual
perceiving
However
• It is important to remember when
considering art is that one must not rigidly
define the term “knowledge”
• What is knowledge anyway?
If there is anything to learn from
TOK, it is that knowledge does not
have only one definition
• Knowledge is subjective and objective
• Knowledge is personal and cultural
• Knowledge is physical and metaphysical and
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existential
So, is someone claims that there is no
knowledge to be had in art because the
experience of art is subjective, what this person
is actually saying is that he or she has
discovered the true definition of knowledge
Art as an Entry Point into Cultural
Understanding
• Art is like a hole in the
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ice. A portal into
another world
Upon diving into the
hole though, an entire
world is revealed
Actual knowledge is
gained about this
world by entering the
hole
The Oba head is an entry point into
an entirely different world
• Why was it created?
• What does it mean?
• What does it
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represent?
What is it?
Who is it?
Why the necklaces?
Why the marks on the
forehead?
Head of an Oba. 18th Century. Kingdom of Benin
Artwork is the expression of a
culture
• Every culture produces some type of artwork
• What does artwork say about the people that created it?
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It does say something.
Artwork is like a fingerprint of the psyche and mentality
of a culture
Each culture’s artwork is distinct and unique, like the
cultures themselves
The artwork is the outwards expression of the things
that are significant and central to the culture
By examining artwork then and focusing on these
elements there is knowledge to be gained
Knowledge to be found in Raphael’s
Disputa
Raphael, Disputa (Debate on the Holy Sacrament),
1509-1511. Fresco, Stanza della Segnatura, Vatican, Rome
Activity Questions
• What can Disputa tell you about the
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cosmological views [view of the universal order]
of the culture from which the painting emerged?
What historical knowledge can Disputa give us
about the culture from which it emerged?
For what reasons do you think this piece of
artwork was created? What motivated the
creation? What can this process tell you about
the value system of the culture from which this
artwork emerged?
Question 1: What can Disputa tell you about the
cosmological views of the culture from which the painting
emerged?
• Taken from the Christian belief system
• In this world view, God, is the beginning and
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creator of all. He is the all powerful
This position is reflected in the artwork by the
physical position that God has in the painting.
He is at top in the centre, above everything and
everyone else
He is also in a position where he can see
everything that is taking place. In the Christian
belief system God is all-knowing and all-seeing
Question 1: What can Disputa tell you about the
cosmological views of the culture from which the
painting emerged? (Contd.)
• Another interesting aspect of the painting is the clear
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representation of the three spheres of existence which,
at the time, were commonly believed to exist.
The highest realm is the realm of God. In his sphere, are
the angels and other spiritual beings which reside with
him
The sphere below God is the sphere of Saints and others
who have been elevated to the divine or at least semidivine level
The third sphere is the sphere of man; the material
world consisting of mortal beings and houses and
landscapes
Question 1: What can Disputa tell you about the
cosmological views of the culture from which the
painting emerged? (Contd.)
• the imagery in the painting reinforces the
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understanding that the Church is established as
being in a direct line from God and is therefore
ordained as being the mediator between people
and God
The Church was the power and authority in all
aspects of life. It represented knowledge itself,
because generally only the members of the
Church had the ability to read and write and
understand the spiritual order of things
Question 1: What can Disputa tell you about the
cosmological views of the culture from which the
painting emerged? (Contd.)
• A fourth way that the cosmological order
is revealed in the painting is that Jesus
has such a prominent central position in
the painting
• He is the central figure in the painting, as
he is in the Christian belief system
• Jesus is even physically larger than God
Question 2: What historical knowledge can Disputa give us
about the culture from which it emerged?
• Firstly, the painting can tell the viewer
about the prominence of the Church in
society
• Painters such as Raphael and others were
hired for years to paint masterpieces like
these
• No other institution in society had the
means or ability to do such spectacular
work
Question 2: What historical knowledge can
Disputa give us about the culture from which it
emerged? (Contd.)
• A second interesting bit of historical knowledge
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that can be gained from the painting is the
importance of and respect to Greek thought and
philosophy
After the “dark ages” in Europe, the knowledge
of the Greeks was rediscovered and the effects
the discoveries had on the culture of Europe at
the time was revolutionary
Focusing on Disputa again then, the painting
gets the viewer in tune with the psyche of the
time
Question 2: What historical knowledge can
Disputa give us about the culture from which it
emerged? (Contd.)
• The clothing on most of the people is clearly
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Greek and not Italian or medieval European
Books inundate the entire painting representing
and showing respect for the knowledge to be
gained from them
God himself is seen as a scholarly figure (notice
the hat)
Greek philosophy and thought were “in”
Question 3: For what reasons do you think this piece of
artwork was created? What motivated the creation? What
can this tell you about the value system of the culture from
which this artwork emerged?
• Beauty: It was important for the people to adorn
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the “house of God” with beauty.
They wanted to honour and respect God with
the most beautiful creations thinkable.
No cost was too high, no effort too grandiose
This emphasis tells the viewer something about
the value system at the time of the creation and
the prominent role art played in society
Question 3: For what reasons do you think this piece of
artwork was created? What motivated the creation? What
can this tell you about the value system of the culture from
which this artwork emerged? (Contd.)
• As a sermon and reminder: The message of the painting
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is clear. Jesus leads to salvation
The painting is not only a work of art, but it also serves
as a sermon
The viewer is reminded of the sacrifice Jesus made and
the reason there is sin in the world in the first place
Through the painting, the viewer is also reminded of the
entire structure of the cosmos and their individual place
in it
They are reminded that they need to be humble and
subservient not only to God but also the Church
Final thoughts about Raphael’s
Disputa
• Not only was this painting knowledge of all
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these things for people at the time, but still
today, for those who are Christians
It represents knowledge and structure
It represents security and faith
It represents tradition, family value, and stability
It represents love and equality
Art is about knowledge; and in a clear sense, art
is knowledge.
Lesson 2 Themes from which Artwork
can be examined to gain Knowledge
Adoration of the Magi. 1423. Uffizi
Cosmological Order (How the
Universe is Ordered)
• Artwork from around the world contains a
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wealth of knowledge about the order of the
universe
Art represents knowledge about the structure of
the universe: good, bad, beginnings, ends, and
so on
Art represents knowledge about how people
view the universe and how they believe it
functions
As the saying goes, “every picture says a
thousand words”
Hindu Art and Cosmological Order
• The universe is
made up of an
eternal substance
called Maya
• Maya is likened to
an ocean
• Only Maya is
eternal
Vishnu emerging from the Ocean of Maya
The universe is cyclical
• The existence of the
universe and everything
in it goes in cycles
• Everything, even the
universe, is born, it lives,
it dies, and it is reborn
again
• What this belief systems
means for humankind is
that everything, even the
greatest deeds, has been
done again and again
Shiva dancing on Aspmara
Dharma, the essence of good
• Even the richest and most successful of human beings is
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but a short-lived, temporary creature that has only
succeeded in doing what has been done an infinite
number of times in the past and will be done an infinite
number of times in the future
Unenlightened people will strive for riches and wealth
and fame as if these things were the true key to
personal happiness, but the attempts wil not bring true
happiness
Instead focus can be put on living a good life in
accordance with dharma, or the essence of good, which
all people inherently know
Examining the knowledge in the
artwork
Omkarananda Kamakshi-Devi Mandir Temple. Muni-ki-reti , India.
Vishnu’s four arms
• The four arms represent the
four stages of existence
found in the universe,
namely birth-life-death-and
formlessness found in Maya
• The four directions of space
(thus absolute power)
• The four stages of human
development and the four
aims of life (pleasure,
success, righteousness, and
liberation)
Vishnu emerging from the Ocean of Maya
Vishnu’s Dark Color
• Darkness is representative
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of the formless Maya
before light or anything
has come into existence
There is a balance
between light and dark.
They are inseparable from
one another because that
is the nature of existence
Vishnu emerging from the Ocean of Maya
Vishnu’s Conch
• The shell Vishnu holds
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in his hand is a symbol
to do with the creation
of everything
A symbol of water; the
eternal ocean—Maya
The conch is the symbol
of the origin of
existence
Vishnu emerging from the Ocean of Maya
Shiva’s flame in hand
• Shiva is associated with
the bringing to a close
the cycle of the universe
• The cycle ends with
Shiva. In this sense he is
the destroyer of all
things
• The fire is a symbol of
the destructive
tendencies and reminder
to the viewer of the way
things are
Shiva dancing
on Aspmara
Flame represents the
end of the cycle
Shiva dancing on Aspmara
• The funny little figure
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Shiva dances upon is
Aspmara, the dwarf of
ignorance
Only by defeating
ignorance about the way
of the universe can one
attain happiness
Aspmara the dwarf of ignorance
Shiva’s Drum
• The drum, like Vishnu’s
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conch, and is a symbol of
the origin of existence
Even though Shiva is
associated with the
disintegrating tendencies
of the universe, he is still
part of everything
The concept of existence
is only one thing and
cannot actually be
separated into distinct
aspects of creation,
existence, and destruction
Shiva
Art and Knowledge about Social
Structure: Kingdom of Benin
The Oba was the main man
• Oba was the name
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given to the king of the
Edo people in the
Kingdom of Benin
Direct descendent from
Osanobua, the creator
of the universe
Divine right to rule the
Edo people
Political and magical
spiritual leader
When an Oba died
• The new Oba’s most
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important task was to
make a Bronze casting
of the previous Oba’s
head
If not honoured
properly the old Oba
would wreak havoc
from beyond the grave
The Oba owned everything
• All of the people
• All of the land
• All of the resources, and especially all of
the metal
• If something was made of metal (bronze)
it was immediately seen as being royal
Knowledge about Social Structure
through artwork
• Artwork was a sign of power
• If it was made in metal, it was made by
decree of the Oba
• Anyone that was pictured in the artwork
must have been very important in society
Size matters: The Oba is
• The biggest
• Most fully clothed
• Adorned with
important political and
spiritual symbols
Symbol of ultimate power: The Ada
• The royal ceremonial sword
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is known as the Ada
Only the Oba or someone
on royal business decreed
by the Oba was allowed to
carry or even touch the Ada
The Ada was the symbol of
royal order and military
might
The Ada meant status
A plaque showing a member of
the Benin military
To the Edo (the people of Benin)
• The artwork was knowledge about society
and social structure
• The artwork told people how things were
• The artwork told the Edo which buildings
were important and which people needed
to be respected
To people today
• An examination of the artwork can give a great
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amount of knowledge about Benin society
The artwork is a testament to a long-standing
dynasty of rulers and people which existed for
centuries before any European contact
It is a testament to a way of life and world view
It is also a testament to how another culture
chose to express itself creatively
There is indeed a wealth of knowledge to be
found in the artwork
Relationship to the body
• The representation of the human body in
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artwork is an indicator as to many of the values
a given society holds
A direct reflection of ethical values and moral
codes
Linked to the underlying ideals of beauty that a
culture holds dear
In this sense artwork is a window into the “soul”
of a culture. It is a way to get into contact with
the realities of other cultures.
What can the image reveal?
• The reproductive capabilities
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significant to the culture
Reproduction must have been
important, perhaps even
mystical
The plump female body was
not something to be ashamed
of
The body was not shameful or
dirty. Nudity was not culturally
unacceptable
The Willendorf Woman 30,000-25,000 BC
Naturhistorisches Museum, Vienna
What differences about the cultural values
can the images reveal? (image set 1)
Dome and minaret of the Madrasa-I Shah. Ifahan, Iran
Masjid-I-Jami (tile work); Islamic,
Safavid Dynasty, Isfahan, Iran
What differences about the cultural values
can the images reveal? (image set 2)
Reims Cathedral. Reims, France
Christ with four evangelists . 1517
Fra Bartolommeo
What differences about the cultural
values can the images reveal?
• No bodies pictured at all in the Islamic
artwork
• Representing the body in Islam was/is a
form of iconography or image worship
• This act is considered ethically wrong
because it diverts worship from Allah
What differences about the cultural
values can the images reveal? (Contd.)
• In the Catholic tradition, it would be unthinkable
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to have a 12th 16th century church or cathedral
unadorned with imagery
The cathedral would not be considered a thing
of beauty
God would not be respected to the degree he
deserved
God was to be honoured with beauty. Imagery
was considered beautiful
Final thoughts concerning
relationship to the body
• important knowledge resides in how a
culture represents the human body in its
artwork
• The representation gets at the very heart
of a culture’s belief systems and its ethical
way of life
• This is a form of knowledge
Lesson 3 Poetry and Knowledge
An in class lesson
• This lesson is an in-class discussion lesson
which focuses on three poems.
Discussion questions for The Stolen Child
 What knowledge is being relayed in this
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poem?
What is being said about the world?
Is anything being said about childhood or
children? If so what?
Are there any ideals in the poem which are
being contrasted against the world?
What role does nature play in the poem?
What does the last line in the poem mean?
Is it knowledge? Why or why not?
Is “real” knowledge being generated in this
poem? Why do you answer this way?
Some people may interpret this poem in
different ways. What do you think this
means in regards to knowledge about the
poem?
William Butler Yeats in Dublin in 1908
Discussion questions for Surprised by Joy
 Does Wordsworth relay knowledge
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in the poem? If so, what kind of
knowledge? If not, why not?
What emotion is relayed in the
poem? Is this knowledge?
The title of the poem is Surprised
by joy. Given the background
information, do you know what he
means by the title?
Why does the reader who has
never lost a child or another loved
one understand this poem?
William Wordsworth. 1770-1850
Discussion questions for Surprised by Joy
(contd.)
 Some would say that we all possess a type of knowledge which
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allows us to inherently understand human emotion. This
understanding is not based on words or culture. Is this a type of
knowledge?
Is “real” knowledge being generated in this poem? Why do you
answer this way?
Some people may interpret this poem in different ways. What do
you think this means in regards to knowledge about the poem?
Even if someone considers the poem to be subjective knowledge
(meaning it is only knowledge on the part of the author or an
individual reader), does this mean that the knowledge here is any
less valid as knowledge? Why or why not?
Many in the class have likely interpreted the main ideas in the poem
in similar ways. Explain this phenomenon
Discussion questions for
Dulce Et Decorum Est
 What can be known from reading this
poem?
 Can something about war be known from
reading this poem? Something about
history? What?
 What does the Latin text at the end of
the poem mean? (Let the students have
a go at this before giving them the
translation). The ideas about what the
Latin text means are likely rather similar.
Why is this? Does this mean there is
some type underlying knowledge?
 Is “real” knowledge being generated in
this poem? Why do you answer this way?
Wilfred Owen 1893-1918.
Killed in action in France one week
before the end of the First World War.
Discussion questions for
Dulce Et Decorum Est (contd.)
 Dulce et decorum est / Pro patria mori is a line taken
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from Roman lyrical poet Horace’s odes. Translated, into
English it means something similar to: "It is sweet and
fitting to die for one's country." What does Owen mean
by this? Is his statement knowledge? Why or why not?
Some people may interpret this poem in different ways.
What do you think this means in regards to knowledge
about the poem?
Even if someone considers the poem to be subjective
knowledge (meaning it is only knowledge on the part of
the author or an individual reader), does this mean that
the knowledge here is any less valid as knowledge? Why
or why not?
Many in the class have likely interpreted the main ideas
in the poem in similar ways. Explain this phenomenon.
Lesson 4 Interpretation
• This lesson
consists of a
story which will
be told to the
class and then
interpreted. The
main points of
the story will
follow.
This seems like a nice place to have our story
Once upon a time:
• A young prince. Handsome, rich,
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heir to kingdom. Has the ring of
kings on his finger.
Will only be king upon marrying.
His mother the queen is now
ruling.
Prince is in love with common
peasant girl from town. He plans
to marry her.
Mother (widow queen) does not
like the town’s girl. She hates the
girl’s poverty. The prince should
marry a princess—the perfect
princess—who is impossible to
find.
Also, when the prince marries, he
will be king and the mother loses
her power.
“You will never have my son. Put your peasant clothes
back on and return to your village!”
Sir Tristram and Queen Yseult by Marie Spartali Stillman
The Story (contd.)
 Prince respects and loves the mother, but
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also loves the girl
The widow queen is having an affair with a
wizard. She commands the wizard to put a
spell on the prince to make him fall out of
love
Wizard also has eyes on throne. Decides to
kill the prince, and marry mother
While the prince is with the peasant girl the
wizard comes to kill the prince
They fight. The mother and peasant girl
watch
Prince nearly kills wizard, but a desperation
spell by wizard changes prince to a dragon
Ring of king’s falls from finger (only way to
break spell is to replace ring on finger)
Fairly well clothed for a dragon,
but he is missing his favourite ring
The Story (contd. again)
 The prince/dragon flies away promising vengeance
• The girl sees ring. Takes it. Escapes. Steals horse and
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rides to village in the hills
The queen is now furious and demands the girl and
ring from village
Only by having the ring in her control can she keep her
power. She decides her son shall remain a dragon for all
eternity
The villagers refuse the queen’s demands. They refuse
to bow to the yoke of an evil and unjust monarch
The queen orders her commander-in-chief of her army,
who is also one of her lovers, to find and kill or capture
the dragon and raze the village
More of The Story
• He is to kill the girl and bring the
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ring
The dragon meanwhile meets a
mystical forest nymph. Falls in love
with her. She is a shape changer and
takes on any form to fit his desire.
For a brief time he forgets about
peasant girl
The general raises and army and
attacks the village
The villagers make a stand and fight
off the rich queen’s army. There are
many of them and they want to have
the same opportunities as the
wealthy. Other villages join in the
fight
The town leader suddenly becomes
a general
The general rides off to battle.
The Story yet again
• The queen will not give up
• She commands the wizard to put a love spell on the town leader.
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She seduces the leader, and makes him promise to give up the girl
and ring
The queen tricks the leader into letting a garrison of her troops in
the village
The girl sees this and flees. She does not trust the queen’s
intentions
By surprise the garrison takes the village and enslaves population
The peasant girl searches for the dragon prince
The dragon hears the girl’s cries and remembers his love for her. He
leaves the mystical forest nymph who cries and returns to the
forest, taking the shape of a butterfly and disappearing into the
sunset
The dragon is now healthy again. Flies to the castle to fight his
mother’s three lovers. He wants to take his place at the throne and
they are in his way. He must fight the general, the wizard, and the
town’s leader
Even more
• The fight begins
• The town’s leader has nothing and is easily killed by the dragon’s
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fire
The general unveils his huge, thick dragon killing arrows. He does
not want to give up his place at queen’s side. Arrows shot. One
pierces dragon’s shoulder
Nevertheless, the dragon stamps the general to death
It is the wizard’s turn now
The Wizard takes out powerful wand and uses ice spell. Dragon
partially frozen but thaws himself with breath
Wizard flees into tallest tower but the dragon tears the roof off and
bites the wizard in half
The dragon prince now faces his mother
Meanwhile the townspeople begin surrounding the castle
The queen creams “All is lost!” and jabs a sword into her stomach
and expires dramatically
The Final Act
• Suddenly, the town’s girl comes
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riding up on a white horse (the
horse is the forest nymph but no
one knows this)
The Town’s girl presents the ring
to the dragon
He magically becomes prince again
The ring reminds him of the town
people’s sacrifices and he
immediately frees them and gives
them some of the riches the queen
had stolen
Everyone is happy; except for the
forest nymph who somehow wants
to seduce the prince and get him
back again
 The End
A broken hearted forest nymph or a sneaky lady?
Forest Nymph by Eric Gooch
Lesson 5 Problems of Knowledge
in Art
Laura Adams OM, 2004. Bronze
What is Art?
• What makes something art?
• Does hanging it in a gallery make it art?
• Come up with a definition of art.
• Does the definition of art have to do with
what one understands the word “art” to
mean?
• Is pornography art?
Subjectivity
• People perceive and understand artwork
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differently depending on who they are and the
experiences they have had
The objects of art themselves do not contain
knowledge. The experience of artwork is an
interaction between the object and the perceiver
If there were no perceivers there would be no
meaning
Subjectivity (contd.)
• However, people are very
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different in different places
Because of this perhaps
there is no real knowledge
in art itself since what art
means depends very much
on what someone feels or
believes it means
Were the Buddha statues
art? What did they mean?
Does it depend on who you
ask?
One of the Bamiyan Buddhas before
and after the Taliban destroyed it in 2001.
Subjectivity (contd.)
• Meaning in art is a form of subjective knowledge
• Knowledge in art comes subjectively and
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individually
Subjectivity is only a problem for knowledge if
knowledge is defined in a pragmatic sense
Once again what knowledge is depends to a
large degree on how one defines it
Changing meanings
• Meaning in art changes
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with time
Unlike math where the
meaning of formulas and
theorems stay constant
If there was any real
knowledge and meaning in
art shouldn’t it stay the
same?
Akenaten and Nefretiti
Is there a real meaning to know?
• Does the intention of the artist or author have
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any significance?
Does any meaning and knowledge have to do
with how the perceiver experiences the artwork
Perhaps artwork is a reaction between the
perceiver and the object, and there is no A-priori
reason as to why the author’s or artist’s original
meaning is necessarily more valid than any
perceivers subsequent interpretation of the
meaning.
If so, what does this mean for knowledge?
Cultural differences
• Cultural differences interfere with understanding the
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knowledge contained in artwork
Perceivers from other cultures or times will not be
able to understand the knowledge in the artwork
The knowledge is not accessible for everyone
Artwork is often a code or a system of signals or
symbols for communication. Not everyone will be
able to speak the specific “language” of that art.
means that knowledge in art can not be objective
knowledge since everyone can not partake of it