Teaching is increasingly defined through the syntax of cognitive science, by retrieval practice, spaced learning, and interleaving, generating a computational rhythm for learning as a system of inputs and outputs that builds up an individual's memory over time. This, I argue, is at odds with the choreography of art and design education as an aesthetic, social, and material practice. An alternative mapping is required to fully understand the chronology of learning that takes place in and through the subject of art and design with human and nonhuman others. Drawing from a review of research in the field of Neuroaesthetics, I will seek to defend the unique temporality of art and design education and imagine different visualisations of learning in the subject beyond the computational.

中文翻译：

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艺术与设计教育的神经美学


教学越来越多地通过认知科学的语法来定义，通过检索练习、间隔学习和交错，产生一种学习的计算节奏，作为一个输入和输出系统，随着时间的推移建立个人的记忆。我认为，这与将艺术和设计教育作为一种审美、社会和材料实践的编排相悖。需要一个替代映射来充分理解在艺术和设计学科中并通过与人类和非人类他人进行的学习的时间顺序。从神经美学领域的研究回顾中，我将寻求捍卫艺术和设计教育的独特时间性，并想象在计算之外的学科中学习的不同视觉化。