‘Making-as-a-sense-of-being’ in Art Education for an Ecological Turn A Philosophical Exploration of Tim Ingold's concept of ‘Making’

This study explores the concept of "making" in art from a philosophical perspective, elucidating how art functions as a mode of activity for perceiving the presence of the Other and corresponding to it. It further proposes that this understanding of art can serve as a foundational principle for education that facilitates an ecological trun, not as an epistemological or curricular issue, but as a question concerning our ways of being. Drawing on Tim Ingold’s concept of “making,” the study reformulates the traditional notion of making in art—commonly reduced to a modernist sense of making—into “making-as- a-sense-of-being.” This expanded concept highlights art’s uniqueness and its potential for fostering ecological awareness. The findings position art education as: (1) a process of practicing “material thinking,” (2) an engagement in “doing-in-undergoing” within relational situations, and (3) an activity of “imprinting” rather than “expressing.” These insights reimagine art education as a practice of opening ourselves to the Other, dissolving rigid boundaries of the self, and rehearsing relational modes of existence, thereby contributing to ecological transformation.