chapter  6
21 Pages



For as long as I can remember I have ‘pictured’ the problems solved, the concepts understood, or the histories read, because for me ‘to see is to think.’ Information received, situations encountered, or systems experienced, are always being felt as much as framed because there is always another way to look at something. Reflecting on these curiosities and capacities raises important questions about what we do as individuals in the various roles we take on as researchers, academics, teachers, and artists. What guides these motives and actions are seamless connections that link these roles and responsibilities, perceptions and representations. What glues them together is an unwavering belief in the pervasive power of creative and critical insight. Yet there is a general misunderstanding about what it means to ‘see’ as a way of thinking, acting and making, and how artistic cognition can give rise to powerful forms of human understanding. After all, the thoughtful practice of making art and the thought-provoking process of encountering art makes an impact on individuals and communities through the insights offered and perspectives opened up. This intensive activity is imaginative, sometimes troubling, but it is hard to ignore because it adds to the store of human understanding in profound ways.