Liminal Aesthetics

Learning in Liminal Spaces

The term ‘unconference’ is a generic term for a virtual debate between professionals, who are seen as equals regardless of status, culture and nationality. The unconference mode of informal learning has recently been modified by professional educators in a version called a MirandaMod, started in 2007 by members of MirandaNet, a professional organisation founded in 1992. In these events a wide r...

Engineering Aesthetics and Ergo-Aesthetics:

Human factors researchers and practitioners have been focusing research attention on the easeof-use, productivity, safety, comfort, and effectiveness aspects of product and system design. This article argues that it is time that we add another important dimension to the fields of human factors research and practice—the aesthetic dimension. This article discusses the need for the establishment o...

‘Liminal Dub’ by Gus Cummins

Images from ‘Dub in Liminal [4_TD$DIFF]Space’ produced in 2009–2010 towards MRes Digital Art and Technology at University of Plymouth. I embrace the ‘Dub [7_TD$DIFF]Reggae’ music genre. It strips the language from songs, sometimes returning it in a fragmented form, ornamented with delays and echoes. It provides an analogy for temporal lobe seizures; I experience dub versions of events, with lan...

Darwinian Aesthetics Informs Traditional Aesthetics

Contest, contradiction, and security: The moral possibilities of liminal education

The article develops a conception of education that we have named liminal education. Liminal education tries to counter the centripetal tendencies of the centre (particular that of the consumer market) by disclosing alternative positions in order to enable children to cultivate a critically reflective disposition. A second feature of liminal education is that it carries the potential to assist ...