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Exploring art as an affective continuum, this book delves into the relationship between art education, personal autonomy, and existential freedom. It emphasizes the transformative potential of art in re-defining our understanding of time and space, arguing that art is not merely a cultural artifact but a means to align one's existential desires with deeper truths. The text aims to shift perspectives on art education, highlighting its role in fostering inner autonomy and enriching pedagogical practices.

Focusing on the Covid-19 pandemic, the book critiques the concept of technohumanism, which fosters dependencies and diminishes resilience in society. It proposes a pedagogical approach to recovery through a "psychoanalysis" of thought that transcends humanist constraints. Introducing the idea of a living unconscious, distinct from the Freudian model, it contends that this framework blurs the lines between prehuman and posthuman, suggesting that a posthumanist education can harness prehuman dynamism for societal growth.

The book explores a transformative educational approach that transcends traditional mind-centric methods by integrating somatic, psychic, and symbolic dimensions. It emphasizes the importance of experiencing knowledge through a dynamic interplay between intuition and intellect. The concept of a "pedagogy of the twice-born" is introduced, where true education involves a two-stage process: an involuntary immersion in the everyday world followed by a conscious pursuit of deeper understanding. This journey fosters autonomy and a sense of existential hope.

Exploring the historical tension between science and philosophy regarding time, this book critiques the limitations of our conventional understanding of time, particularly in educational contexts. It highlights how educators are influenced by clock time in their practices while suggesting the existence of an alternative conception of time that could enhance teaching and learning. The work invites readers to reconsider the impact of time on education and encourages a deeper exploration of its implications for teaching methods and student engagement.