Meninio tyrimo sampratos ir kontekstai: paini pradžia ir atspirties taškai

LTPastaruosius dvidešimt metų sąvoka „meninis tyrimas“ išjudino ne tik pagrindinių interesantų (meno studijų profesorius, tyrėjus bei menininkus) bendruomenes, bet ir vėl atkreipė įvairių akademinių bendruomenių (ypač socialinių ir humanitarinių mokslų) dėmesį į tai, kas yra tyrimas apskritai, kokios yra mokslo sampratos ribos ir kuo skiriasi mokslas nuo meno. Greta šių klausimų atsirado ir kiti svarbūs ontologiniai, epistemologiniai ir metodologiniai klausimai. Pavyzdžiui, ar menininkai kuria žinias, ir jei taip, tai kuo jos skiriasi nuo mokslinių žinių. Jei bandome įvardyti metodus, tai kokie galėtų būti menininko tyrėjo metodai. Šiame straipsnyje bandoma padėti pasiaiškinti įvairias meninio tyrimo sampratas ir išskirti pagrindinius šios sąvokos vartojimo kontekstus. Šie gan paprasti uždaviniai padės pamatus tolesnėms ir gilesnėms diskusijoms apie meninį tyrimą. [Iš leidinio]Reikšminiai žodžiai: (Meno) praktika; Meninis tyrimas; Samprata (naujos) žinios; Meninė plėtra; Podisciplininė praktika; Tyrimo ir meno santykis; (Artistic) practice; Artistic research; (New) knowledge; Artistic development.

ENThe goal of this article is to define the discourse of discussions on artistic research and identify its different contexts in order to dispel the fog and chaos and start building a constructive path to definitions. Recently the concept of “artistic research” not only has added fuel to the fire in the specific art production and education contexts, but also has renewed the discussions about the general meaning of “research” in the humanities and social sciences. These discussions also included other important questions: what science is and where its boundaries lie in relation to art, if artists produce (new) knowledge and, if they do, how it is different from scientific knowledge, etc. The article discusses several definitions of “artistic research”; however, a conclusion is made that every time this concept is used, it has to be redefined according to the needs of the context. At least three different contexts are identified to help us understand the scope of the definition of artistic research: educational (doctor of arts, practice-based PhD), academic (arts-based research in the humanities and social sciences) and artistic (artists-researchers as players in the art scene). Besides scientific argumentation, a small practicebased research exercise was used here as well to unravel the linguistic problem of the definition of artistic research. Michelkevičius replaced the adjective “artistic” with its synonyms in the Lithuanian language (“fictional”, “arty”, “related to fine arts”, “refined”) and asked a printmaker to visualize these concepts. The unusual sound of new concepts like “fictional research” or “fine artistic research” was put into typography and later discussed in the context of new meanings and their relation to art practice and theory. [From the publication]