Educating Artists for the Future, Learning at the Intersections of Art, Science Technology and Culture Edited by Mel Alexenberg Intellect Books / University of Chicago Press 2008 344 pages 15 B/W illustrations Hardback ISBN 978-1-84150-191-8 This edited book is a collection of essays by Stephen Wilson, Roy Ascott, Carol Gigliotti, Mark Amerika, Robert Sweeny, Stefan Sonvilla-Weiss, Ron Burnett, Jill Scott, Vinod Vidwans, Wengao Huang, Ismail Ozgur Sogaci, Diane Gormala, Jinsil Seo, Michael Bielicky, Eduardo Kac, Yacov Sharir, Aaron Marcus, Eduard A. Shanken, Bill Seaman, Shlomo Lee Abrahmov and Lucia Leao. The editor, Mel Alexenberg, introduces the purpose of the publication as linked to the practi- cal need for a pedagogic project informed by the new context of science, art and technology within which a new school of art and media would open in Israel. Alexenberg has a vision for art education in the digital age, where he thinks an interdiscipli- nary approach is paramount, and by inviting other innovative thinkers in higher education in the arts to share their suggestions, he creates a map of possibilities for the readers to relate to. The map mirrors the complex reality we are living in, also implying a layering of interrelated issues coming from different contexts. These contributions are organised in sections allowing the readers to position themselves within specific discourses. The section ‘Beyond the Digital’ underlines how art redefined by digital revolution is linked to revolutions brewing in the realms of biology, neurophysiology, materials science and cosmology, and thus requiring new methods for educating artists at the intersection of art, science, technology and culture. Here is where, Gigliotti proposes, creativity will be nurtured by its connection to the natural world. In ‘Networked Times’, Sweeny offers a parallel between our digital network society and education theory put in practice in the open classroom half a century ago, for a new hybrid of real and virtual space; whereas Scott’s ‘Efferent Education’ provides a socially responsive form of active and ethic learning. In ‘Polycultural Perspectives’ Friedman, Vidwans and Huang deal with the effects of globalisation and technological progress on a community’s cultural values. ‘Reflective Enquiry’ discusses methodo- logical approaches within art and education, including the growing literature on the qualitative research methodology of autoethnography, which Irwin (2004) calls Artist/Researcher/Teacher ‘a/r/ tography’ as a hybrid form of action research. In the section ‘Emerging Praxis’ Shanken reflects on placing the teaching of intertwined histories of art, science and technology media within studio faculty where students are also more aware of digital resources, and Seaman discusses the emergent approach adopted at ‘Continuum Studio’, space for conceptual exchange, critique and reflection. The conclusion section identifies realms of learning that weave together the complex issues of theory and practice in a post-digital conceptual age by reflecting on episodes of the editor’s expe- rience, giving a very appropriate hands-on exam- ple of the implications of the changing times. It is apparent how his position and arguments come from his life experience of sharing art through teaching, and this is made explicit by the method of punctuating the unfolding thoughts with anec- dotes, giving the reader a sense of honest commit- ment to this position. The whole account is an inspiring overview of very valid methods and prop- ositions to be incorporated and tested in the art schools of the future, to lead a creative integration of aspects of science and technology. Reference Irwin, Rita L. (2004) A/r/tography: A metonymic métissage, in Rita L. Irwin & Alex de Cosson [Eds] A/r/tography: Rendering Self through Arts- Based Living Inquiry. Vancouver, BC: Pacific Educational Press, pp. 27–40 Elena Cologni York Saint John University Book Reviews 226 JADE 28.2 (2009) © 2009 The Authors. Journal compilation © 2009 NSEAD/Blackwell Publishing Ltd