This paper argues for the pedagogical value of the pursuit of transparency and vulnerability in art education. The author defines transparency and vulnerability in the context of art, offering subsequent pedagogical examples of both. Possibilities are born through intersubjectivity and answerability, the Bakhtinian notion that considers "how shall I say [do] anything when the other can answer?" (Bakhtin, 1990; Nielsen, 2002). The author asserts that art educators should pursue an idea of transparency and encourage an open attitude toward vulnerability in their pedagogy to emphasize intersubjective relationships and social possibilities through art. The author discusses artwork by Kelli Connell and Ann Hamilton, museum exhibitions including John Cage's "Rolywholyover A Circus for Museum" and "Spirited Journeys: Self-Taught Texas Artists of the 20th century," and the Museum of Jurassic Technology as supporting examples.
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