Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue

White, E and Peters, M 2017, 'Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue', Educational Philosophy and Theory, vol. 49, no. 9, pp. 922-939.


Document type: Journal Article
Collection: Journal Articles

Title Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue
Author(s) White, E
Peters, M
Year 2017
Journal name Educational Philosophy and Theory
Volume number 49
Issue number 9
Start page 922
End page 939
Total pages 18
Publisher Routledge
Abstract © 2016 Philosophy of Education Society of Australasia. This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917-1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall's Academy, Bakhtin's Circle (and associated animations with other intellectuals of tis era), and Malevich's experiments, artistic group UNOVIS-all in fierce dialogue with one another-made the town of Vitebsk into an artistic crucible in the early twentieth century. We argue that this creative collective transformed creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism, structuralism and formalism that contributed richly to the social understanding of creativity itself that is so evident across Mikhail Bakhtin's subsequent body of work, and elsewhere across the world. This paper argues that a consideration of such interplay has much potential for twenty-first century educational philosophy.
Subject History and Philosophy of Education
Keyword(s) Avant-garde art
Bakhtin circle
Creativity
Formalism
Modernism
Structuralism
DOI - identifier 10.1080/00131857.2016.1167657
Copyright notice © 2016 Philosophy of Education Society of Australasia
ISSN 0013-1857
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