USEFUL SYMBIOSIS: SCIENCE, TECHNOLOGY, ART & ART EDUCATION Petra Šobáňová et al. Palacký University Olomouc Faculty of Education Department of Art Education USEFUL SYMBIOSIS: SCIENCE, TECHNOLOGY, ART & ART EDUCATION Petra Šobáňová et al. Olomouc 2016 Table of Contents Reviewed by: Preface 5 Manuela Eugenia Gheorghe, D. Phil. (Oxon) prof. PhDr. Michal Miovský, Ph.D. Introduction 9 The Theoretical Context of the Symbiosis of Art, Science This publication is the outcome of the Useful Symbiosis Reloaded project, which was and TechnologyTopic supported by Palacký University Olomouc, Czech Republic. 1 Science and Art as a Path to Knowledge 13 Project principal researchers: doc. Petra Šobáňová, Ph.D., Mgr. Tereza Hrubá, Ph.D., 2 Scientific Approach – its Specifics and Limits 19 Mgr. Lucie Tikalová 3 Art – the Self-interpretation of a Human Being 43 Project registration No.: IGA_PdF_2014009 Between Art and Science First Edition 4 When Art Makes Science and Science Art 73 5 Science and its Applications in Art, Art in Science 87 © Jan Andres, Olga Badalíková, Štěpánka Bieleszová, David Black, Hilary A. Braysmith, 6 When Art and Science Become One 95 Pavel Forman, Leigh Anne Howard, Tereza Hrubá, Jiří Chmelík, Jana Jiroutová, David 7 Visualised Combinatorics 119 Medek, Robert Millard-Mendez, Štefan Novosad, Nancy Raen-Mendez, Anna Ronovská, 8 New Paradigms of Exact Sciences in the Contemporary Visual Expression 135 Hana Stehlíková Babyrádová, Petra Šobáňová, Lucie Tikalová, 2016 © Palacký University Olomouc, 2016 9 From Budding Scientist to Blossoming Artist: Science as Muse 145 10 Mycological Musings and the Meaning of Crowds 153 Authors of photographs: 11 C. D. Friedrich’s Ruine Eldena im Riesengebirge: a Fatherland United 163 © Darina Alster, Antimodular Research, Martin Běleja, boredomresearch, Luc Courchesne, by Science and Art Destiláti art group, Jan Eliáš, Chrystelle Fontaine, Ben Fry, Lukáš Houdek, William Chevil- 171 lon, Jan Jakůbek, Miroslava Jarešová, Natalie Jeremijenko, Lisa Jevbratt, John Kannen- 12 John James Audubon’s New Spirit of Inquiry: a Dual Legacy for Art and Science berg, František Krejčí, Jana Ludvíková, Tereza Malčíková, Ondřej Marčík, Tomáš Medek, Michal Ožibko, Lenka Plháková, Stelarc, Nina Sellars, Viktor Sýkora, Markéta Szydlowská, 13 The Impact of Social Sciences on Art 187 Petra Šobáňová, Jakub Špiřík, Tomáš Šťastník, Diana Thater, Lucie Tikalová, Martin Var- 14 Art Seen through a Prism of Contemporary Psychology, Education 199 gas, Tereza Vlčková, Robert Wedemeyer, Norman White, Jan Žemlička, Eva Žváčková and Sociology Cover photo: © Jana Babincová Technology and Art 15 Painting in the Context of Some of the Contemporary Trends 211 Czech texts translated by: Jana Jiroutová, M.Phil. English translations proof-read by: Colm Hall 16 Photography in the Role of a Progressive and Communicative Medium 227 Unauthorized use of the work is a breach of copyright and may be subject to civil, admin- 17 From Pioneers to Digital Wizards: the Metamorphosis of Art Under 243 istrative or criminal liability. the Influence of New Media 18 3D Technology and its Application in Sculpture and Architecture 291 ISBN 978-80-244-4853-4 19 Body Motion Visualisation 315 5 Useful Symbiosis in the Context of Education Preface 20 Unifying the Numerous into One (On the Integration of Art, Education, 349 and Science) The relationship between art and science is very delicate. Equally difficult to -an swer is the question of where the boundary between geniality and insanity lies. 21 Ants, the Queen, and Little Ants – An Educational Project for Pre-school 355 Children Actually, not even this one can be precisely and clearly defined. However, in my opinion a more difficult question yet is to identify the boundary between art and 22 A Tree in the Midst of Trees – An Educational Project for School Children 363 science. A sensible solution is perhaps to abandon the thought of finding the an- 371 23 The Possibilities of Contemporary Photography in the Process of swer all together, for the question itself appears to me rather misguided, almost Experience Education for Adults neurotic. 24 Visual and Art Education at Universities of Technology 377 There are certainly a number of reasons for that. As a psychologist inter- 393 Conclusion ested in psychotherapy since the very beginning of my career, I was confronted Souhrn 395 with the statement which held that psychotherapy is a science but its applica- Zusammenfassung 397 tion an art. However, I had no problem accepting it and being in agreement with it until today. Perhaps the same statement could be applied to the whole of psy- Bibliography 399 chology. A perceptive observer of this immensely rich and beautiful field of study 421 About Authors is inclined to arrive at the conclusion that there is no area on which art, beauty and emotions would not leave their impressions. Even in the most precise areas of psychology, if such a nomenclature could be used to denote e.g. neuropsychology or methodology, we see in practice that there is an enormous room for clinical ‘feeling’ and intuition as well as ex- periential learning, etc. Mutual interconnection of both approaches – both ways of perceiving world and its discovery – is very important for our life. One makes no sense without the other, and separating them or giving preference to one over the other is not very practical. Equally impractical is to try to separate a figure from its background in Gestalt psychology. A figure is visible precisely be- cause of its background and vice versa. Boundaries and the unity of both actually constitute a requirement for their correct recognition and perception as a whole. It was a pleasure to dive into the lines of this book. I was faced with old and fundamental issues and questions, which cannot be answered once and for all, but on the pages of this book, were subjected to discussions at new levels. These issues and questions must and will continue to have a provocative impact to- day, as well as tomorrow and every new generation will have to deal with those in their own way. Authors of particular chapters touch on fundamental Gnostic 6 7 dilemmas, and they search for the connection between science and art on differ- The process of discovering the world is a firm interconnection of these two ent levels and in different applications. worlds, and marginal topics in particular demonstrate this fact perhaps more con- vincingly than mainstream ones. Machotka succeeded in uncovering enormous I enthused over the flow of the texts, in the background of which the recent depths in which it is possible to analyse the relationship between the personality project of Pavel Forman and Tereza Hrubá was prominent. I myself embarked of the author and their work. He moved the horizon of my perception which had on similar projects in my own field of study. I was thrilled to see a new epicen- been set by the above mentioned Josef Viewegh, e.g. by the way he defines him- tre of authors and colleagues based in Palacký University in Olomouc, where self against structuralism. A thorough attitude and scientific systematic nature I worked for 12 years at the Department of Psychology, dealing with such diffi- left no room for doubting the quality and deeper purpose of a scientific work, cult questions as cognition and the relationship between art and science. Useful and confirmed that it is all just science. Science with a soul, though. Symbiosis: Science, Technology, Art & Art Education is clearly a useful provocation following a broad line of not only a foreign, but also a domestic – and certainly And that is where I see the value of the book you are holding in your original – stream of texts. hands right now. It does not lie in its minor imperfections or in the lesser ‘pen- Authors of this publication are finding more and more inspiration, just manship’ of some authors, etc. It lies in the thorough approach to this dif- as Josef Viewegh fascinated the readership with his Psychologie umělecké litera- ficult and most provocative topic which was adopted by the authors whose tury (Psychology of Artistic Literature) and his older works in the area of suicidol- texts were not motivated by the potential amount of points in the RIV sys- ogy. My attention was captured immediately with the texts of Petra Šobáňová tem (R&D Information System of the CZ). I also appreciate the fact that the (Science and Art as Path to Knowledge and the following chapter of Scientific Ap- whole team was willing to invest their time and effort into creating Useful proach – Its Specifics and Limits) for their comparison of older texts with contem- Symbiosis: Science, Technology, Art & Art Education. They gave rise to some- porary ones often represented by interesting domestic works. This inspired me thing that is worth contemplating on and has the hallmarks of originality. to go back to Kuhn, revisit the positions of Fred N. Kerlinger and Karl Popper, A reader may navigate through the texts in various directions. For example, the and search for their alternatives, or for compatible, though different, positions. It last section, which deals with the process of education and makes use of the pre- made me think of when it was that I gained certainty that both of these entities vious chapters offers a kind of a conclusion. However, it can also act as an intro- – qualitative and quantitative (though I am aware of a certain vulgarising notion ductory text. It is because one can follow the line of thought from the chapter on present in this dichotomous scheme) were an item. Or better still, when it was the question of art as the self-interpretation of a human being to the subsequent that I lost the certainty that there was a certainty in dividing matters into art and epistemological questions resulting from the interpretation.