In the world of visual art, many events have come to the fore with a strong focus on the art academy’s status in both the cultural and theoretical arena. Strikingly, these events all seemed to continuously draw attention to strict and one-dimensional processes such as the introduction of the Bologna regulations in the art academy or attempts to define artistic knowledge production. Those forms of one-dimensionality necessitate investigating anew what art academies are about. This time in multiple and fluid modes, where art academies can emerge as temporary, autonomous sanctuaries for artistic thinking—in fact the utmost and decisive factor in art education.
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