[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-233619-105":53,"doc-detail-233619-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","thinking-through-art-the-social-body-mind-maps","Thinking Through Art - The Social Body Mind Maps","","Thinking Through Art - The Social Body Mind Maps explores what thinking in education can be when art is treated as rigorous, not merely intuitive. It challenges the view that learning is mainly problem solving based on externally imposed criteria, and argues that art can enable reflective, diagrammatic inquiry. Using the workshop-based Social Body Mind Map (SBMM), it shows how artworks “think” by entering unknown territory, supporting critical reflection and future creative practice through social and bodily connection.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/thinking-through-art-the-social-body-mind-maps/233619/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/thinking-through-art-the-social-body-mind-maps/233619.png","ImageObject",442,249,{"name":88,"@type":89},"Eden","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-10",true,{"@type":98,"interactionType":99,"userInteractionCount":45},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why is thinking in art different from thinking as solving problems?","Question",{"text":108,"@type":109},"The text argues that problem-solving tied to external authority narrows thinking. It proposes art as rigorous thinking where intuitive and cognitive processes are inseparable, enabling exploration and subjective transformation.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What role does the Social Body Mind Map (SBMM) play in art education?",{"text":113,"@type":109},"SBMM is a workshop-based diagrammatic tool for critical reflection on past or current creative practice, supporting planning for future work through student-drawn maps.",{"name":115,"@type":106,"acceptedAnswer":116},"How does SBMM explain the “social-body” and “body-mind” ideas?",{"text":117,"@type":109},"“Social-body” emphasizes individuals as embedded in social realities, not isolated entities, while “body-mind” stresses that ideas arise from bodily and affective processes rather than ready-formed mental content.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},233619,1791186787,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":45,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":76},1374391974468,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Thinking through Art: the Social Body Mind Maps  \n‘We are led to believe that problems are given ready-­‐made, and that they disappear in the response or the solution…We are led to believe that the activity of thinking, along with truth and falsehood in relation to that activity, begins only with the search for solutions … According to this infantile prejudice, the master sets a problem, our task is to solve it, and the result is accredited true or false by a powerful authority… As if we would not remain slaves so long as we do not control the problems themselves, so long as we do not possess a right to the problems, to a participation in and management of the problems.’  \n(Deleuze, 1994: 158)  \n‘I’m not so interested in single things; I like the collision between things. I’m not so interested in straight lines of thought; I prefer collisions of different lines of thought. That strikes me as a more “social” mode of construction, less the product of a unitary voice.’  \n(Kelley, 2006: 361)  \nWhat is thinking in art?  \nThe exclusion of Art & Design from the Ebacc, with the detrimental effects that have followed (diminution of art classes, less resourcing, etc.) is a stark indication of its perceived lower status as a curriculum subject. Whilst art, along with other creative subjects such as music and drama, may be praised for nurturing talent, developing technical and aesthetic skills, and enabling selfexpression, it is clearly not seen as educationally equal to the supposedly more academic subjects that make up the Ebacc (Maths, English, Foreign Language, History, Geography and the Sciences) . Such a view, I would claim, has at least something to do with prejudices (rather than realities) as to what thinking is in education – namely, thinking understood as an assimilation of preestablished knowledge ‘rediscovered’, remembered or perfected by the learner, often in the form of solutions to problems posed by an external authority (teacher, exam board) . Defending art education in terms of intuitive as opposed to conceptual learning simply reinforces the dualism between art and other Ebacc subjects, and does little to counter the view of thinking as problem solving. In fact it strengthens the conviction that assessment is key to learning, requiring art to have clear, commonly applicable, pre-­‐set criteria according to which we can reflect upon work done and measure progress. Here I would like to make the case for art as a form of rigorous thinking, one where intuitive and cognitive processes cannot be opposed, any more than  \nreflection should be separated from production, for example in the form of ‘self-­‐evaluation’. I will do this through the example of a workshop-­‐based diagrammatic tool I have called the Social Body Mind Map (SBMM)– something I have used with A-­‐Level, Foundation and MA level art students. Through this creative thinking tool, I hope to show the profound capacity art has to open up different ways in which we, as desiring individuals, connect to, and are caught up in, intricate social networks of influence and possibility. Key to this capacity is a necessary shift away from the idea of a ‘self’ as a pre-­‐established identity from where artworks spring (whether from a brain, innate talent, personality, cultural background, etc.), and away from artistic projects that serve to reinforce already known identities by steering expression and personal interest back toa self. Genuine thought is never transparent to itself, and in this sense it is the artwork, rather than the artist-­‐subject, which ‘thinks’. This conception moves thinking into unknown and unrecognized territory, with the possibilities this offers for questioning and subjective transformation. Gilles Deleuze (1994) calls this creative power ‘the new’ or ‘difference’, that which:  \ncalls forth forces in thought which are not the forces of recognition, today or tomorrow, but the powers of a completely different model, from an unrecognised and unrecognis","cbCaifrIhzNknG7N","https://ap.wps.com/l/cbCaifrIhzNknG7N","pdf",112070,7,"English","# Thinking in Art\n## Art education and the problem-solving prejudice\n## Art as rigorous thinking through SBMM\n# The Social Body Mind Map\n## What diagrams do in learning\n## How SBMM works: social-body and body-mind","[{\"question\":\"Why is thinking in art different from thinking as solving problems?\",\"answer\":\"The text argues that problem-solving tied to external authority narrows thinking. It proposes art as rigorous thinking where intuitive and cognitive processes are inseparable, enabling exploration and subjective transformation.\"},{\"question\":\"What role does the Social Body Mind Map (SBMM) play in art education?\",\"answer\":\"SBMM is a workshop-based diagrammatic tool for critical reflection on past or current creative practice, supporting planning for future work through student-drawn maps.\"},{\"question\":\"How does SBMM explain the “social-body” and “body-mind” ideas?\",\"answer\":\"“Social-body” emphasizes individuals as embedded in social realities, not isolated entities, while “body-mind” stresses that ideas arise from bodily and affective processes rather than ready-formed mental content.\"}]","Thinking Through Art - The Social Body Mind Maps | PDF",1789079397]