Faculty Profile
Tyson Lewis
Title
Professor
Department
Art Education
College
College of Visual Arts and Design
-
Art Building216
- Tyson.Lewis@unt.edu
- C.A.T.C.H.
Curriculum Vitae
Education
Current Scheduled Teaching*
ARTE 5788.001, Advanced Research Methods in Art Education, Spring 2024 Syllabus
ARTE 4790.001, Art Education: Inquiry and Dialogue about Art, Spring 2024 Syllabus
ART 6950.707, Doctoral Dissertation, Spring 2024
ART 5900.707, Special Problems, Spring 2024
* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Previous Scheduled Teaching*
ART 6950.707, Doctoral Dissertation, Fall 2023
ART 5900.707, Special Problems, Fall 2023
ART 5900.707, Special Problems, Summer 10W 2023
EDLL 6900.711, Special Problems, Summer 10W 2023
ART 6950.757, Doctoral Dissertation, Spring 2023
ART 6950.707, Doctoral Dissertation, Fall 2022
ART 6950.707, Doctoral Dissertation, Fall 8W2 2022
ART 5900.707, Special Problems, Fall 2022
ARTE 5714.001, Aesthetic Inquiry with Urban Youth and Communities, Spring 2022 SPOT
ART 6950.757, Doctoral Dissertation, Spring 2022
ART 5900.707, Special Problems, Spring 2022
ART 6950.707, Doctoral Dissertation, Fall 2021
ART 5900.707, Special Problems, Fall 2021
ART 6950.707, Doctoral Dissertation, Summer 2021
ART 6950.757, Doctoral Dissertation, Spring 2021
ART 5900.707, Special Problems, Spring 2021
ART 6950.707, Doctoral Dissertation, Fall 2020
ART 6950.708, Doctoral Dissertation, Fall 2020
AEAH 5900.707, Special Problems, Fall 2020
AEAH 5712.001, Communities, Schools, and Museums, Spring 2020
ART 6950.757, Doctoral Dissertation, Spring 2020
ART 4951.001, Honors College Capstone Thesis, Spring 2020
ART 4900.707, Special Problems, Spring 2020
ART 5900.707, Special Problems, Spring 2020
AEAH 4790.001, Visual Arts Studies : Inquiry and Dialogue About Art, Spring 2020 Syllabus
ART 6950.707, Doctoral Dissertation, Fall 2019
ART 6950.707, Doctoral Dissertation, Fall 8W2 2019
ART 5900.707, Special Problems, Fall 2019
ART 6950.707, Doctoral Dissertation, Summer 10W 2019
ART 5950.707, Master's Thesis, Summer 5W1 2019
ART 5900.707, Special Problems, Summer 10W 2019
ART 5910.707, Special Problems, Summer 10W 2019
AEAH 5788.001, Advanced Research Methods in Art Education, Spring 2019 SPOT
ART 6950.757, Doctoral Dissertation, Spring 2019
ART 5950.707, Master's Thesis, Spring 2019
ART 5900.707, Special Problems, Spring 2019
ART 6950.707, Doctoral Dissertation, Fall 2018
AEAH 5763.001, Politics of Aesthetics, Fall 2018 SPOT
AEAH 5763.791, Politics of Aesthetics, Fall 2018 SPOT
AEAH 5900.707, Special Problems, Fall 2018
ART 5900.707, Special Problems, Fall 2018
ART 6950.707, Doctoral Dissertation, Summer 10W 2018
ART 5900.707, Special Problems, Summer 10W 2018
AEAH 5779.001, Phenomenological Theory and Research for Art Education, Spring 2018 SPOT
ART 5900.707, Special Problems, Spring 2018
ART 5910.707, Special Problems, Spring 2018
ART 6950.707, Doctoral Dissertation, Fall 2017
AEAH 5763.001, Politics of Aesthetics, Fall 2017 SPOT
ART 5900.707, Special Problems, Fall 2017
ART 5910.707, Special Problems, Fall 2017
ART 5900.707, Special Problems, Summer 10W 2017
ART 5910.707, Special Problems, Summer 10W 2017
ART 6950.757, Doctoral Dissertation, Spring 2017
ART 5900.707, Special Problems, Spring 2017
AEAH 5763.001, Politics of Aesthetics, Fall 2016 SPOT
AEAH 5900.707, Special Problems, Fall 2016
ART 5900.707, Special Problems, Fall 2016
ART 5900.707, Special Problems, Spring 2016
AEAH 5760.004, Seminar in Art Education, Fall 2015 SPOT
ART 5900.707, Special Problems, Spring 2015
AEAH 5763.001, Theories in Criticism & Aesthetics, Spring 2015
AEAH 4790.001, Visual Arts Studies : Inquiry and Dialogue About Art, Spring 2015 Syllabus
AEAH 5760.003, Seminar in Art Education, Fall 2014
AEAH 4790.001, Visual Arts Studies : Inquiry and Dialogue About Art, Fall 2014 Syllabus
* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Published Publications
Published Intellectual Contributions
Book
Lewis, T. E. (2023). Educational potentialities: Collected talks on revolutionary education, Aesthetics, and Organization. Iskra Books.
Lewis, T. E., Hyland, P. (2022). Studious Drift: Movements and Protocols for a Postdigital Education. Minneapolis: University of Minnesota Press. https://www.upress.umn.edu/book-division/books/studious-drift
Lewis, T. E., Jasinsky, I. (2021). Rethinking Philosophy for Children: Agamben and Education as Pure Means. Denton:. https://www.bloomsbury.com/us/rethinking-philosophy-for-children-9781350133570/
Lewis, T. E. (2020). Walter Benjamin's Anti-Fascist Education: From Riddles to Radio. New York: SUNY Press.
Lewis, T. E. (2017). Inoperative Learning: A radical rethinking of educational potentialities. New York: Routledge.
Lewis, T., Laverty, M. (2015). Art’s teachings, teaching’s art: Philosophical, critical, and educational musings. Rotterdam: Springer.
Lewis, T. E. (2013). On study: Giorgio Agamben and educational potentiality. New York: Routledge.
Lewis, T. E. (2012). The aesthetics of education: Theatre, curiosity, and politics in the work of Jacques Ranciere and Paulo Freire. London: Continuum. http://smile.amazon.com/Aesthetics-Education-Curiosity-Politics-Ranciere/dp/1472581350/ref=tmm_pap_title_0?_encoding=UTF8&sr=8-2&qid=1408888750
Lewis, T. E., Kahn, R. (2010). Education out of bounds: Reimagining cultural studies for a posthuman age. New York: Palgrave. http://smile.amazon.com/Education-Out-Bounds-Reimagining-Posthuman/dp/0230622542/ref=la_B003N7AC5U_1_3?s=books&ie=UTF8&qid=1408888985&sr=1-3
Book Chapter
Lewis, T. E. (2021). Visually Mapping Totality: Fredric Jameson's Greimassian Square. The Handbook of Critical Theoretical Research Methods in Education. New York: Routledge.
Lewis, T. E. (2020). The Dude Abides, or Why Curiosity is Important for Education Today. 91-105. Minneapolis: Univ Of Minnesota Press.
Lewis, T. E. (2019). Study: A Disinterested Passion. Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Leiden: Brill.
Lewis, T. E. (2017). Image as ignorant schoolmaster: A lesson in democratic equality. Handbook on artistic citizenship. Oxford: Oxford University Press.
Lewis, T. E. (2017). Impersonal Education and the Commons. Educational commons in theory and practice: Global pedagogy and politics. 95-108. New York: Palgrave.
Lewis, T. E. (2016). Beyond the developmental machine: The politics of philosophy for infancy. Philosophy of childhood today: Exploring the boundaries. 79-92. Lanham: Lexington Books.
Lewis, T. E. (2016). Exploding brains: Beyond the spontaneous philosophy of brain-based learning. Neuroscience and education: A philosophical appraisal. 144-156. New York: Routledge.
Lewis, T. E., D'Hoest, F. (2015). ‘Immanence: A life…”: An educational formula?. Philosophy of education society’s yearbook, 2015. 535-543. Urbana-Champaign: University of Urbana-Champaign.
Call for Papers
Travis, S., Kraehe, A., Hood, E. J., Lewis, T. E. (2015). Call for papers: Pedagogies in the Flesh: Teaching, Learning, and the Embodiment of Sociocultural Differences.
Co-Edited Volume
Lewis, T. E., Brust, C., Burton, A. (2022). Co-edited volume. Other. 78(no. 2 and 4), . Philosophy of Education Society. https://www.philofed.org/copy-of-issue-3
Edited Special Issue of Visual Arts Research
Lewis, T. E. (2018). On Studying. Visual Arts Research. 44(1), . Urbana-Champaign, Illinois: University of Minnesota Press.
Journal Article
Lewis, T. E., Travis, S. (2023). A phenomenology of joyful experimentation in art education. Studies in Art Education. 64(3), 344-358.
Lewis, T. E., Donaldson, C. (2023). Critical phenomenology as research-creation: A theoretical framework. Other. 40(1), 66-80. 1155 Union Cir
Lewis, T. E. (2023). Outline of the psychophysical educational problem in the work of Walter Benjamin. Other. 50(1), 103-128. Durham: Duke University Press.
Lewis, T. E. (2023). Sacred night of study. Other. 31(2), 291-310. Lincoln: University of Nebraska Press.
Lewis, T. E. (2023). Walter Benjamin on education as an immersive awakening and the need for an ethics of the learner. Other. 7(1), 41-64.
Lewis, T. E., Valk, S. (2022). Educational realism: Defining exopedaogy as the choreography of swarm intelligence. Educational Philosophy and Theory. 54(7), .
Lewis, T. E., Hood, E. (2021). Oohing and Ahhing: The Power of Thin(g)king in Art Education Research. International Journal of Education through Art. 17(2), 217-221.
Lewis, T. E., Pfohl, S., Ayers, W. (2021). Simple, Dark, and Deep: Photographic Theorizations of As-Yet Schools. Other. 3, 793–830. https://doi.org/10.1007/s42438-021-00233-9
Lewis, T. E. (2020). The Pataphysics of Inoperativity in the Works of Giorgio Agamben. Other. 3, 139-161.
Lewis, T. E. (2020). Thinking Without a Head: Studying Giorgio Agamben's Phytological Machine. Other. 25(6), 89-107.
Moffett, C., Lewis, T. E. (2020). Notes on Notes on Notes. Educational Philosophy and Theory.
Lewis, T. E. (2020). Defining a Pataphysical Stance for Arts-Based Research. Studies in Art Education. 61(3), 220-229.
Lewis, T. E., Kraehe, A. Rise: Emergent Strategies for Reclaiming Joy and Agency Against Neofascist and White Supremacist Assaultive Speech. Other. 37, 39-55.
Lewis, T. E. (2019). The Art of Distraction: Walter Benjamin on Distraction and the Informal Education of the City. Educational Theory. 69(2), 169-183. University of Illinois, Urbana-Champaign.
Lewis, T. E. (2019). The Waves of Education: Swelling as a Metaphor in the Work of Walter Benjamin. (2), 7-17. University of Padova, Italy.
Lewis, T. E., Kraehe, A. (2019). Urban Education and the Creative City. Educational Theory. 69(2), 145-151. University of Illinois, Urbana-Champaign.
Thurman, J., Lewis, T. E. (2019). Tinkering and Hacking With Objects in the Art Classroom. Art Education Journal. Taylor & Francis (The Official Journal of the National Art Education Association).
Lewis, T. E. (2018). Studying Postmodernism. Educational Philosophy and Theory. 50(14), 1342-1343.
Lewis, T. E., Alireabeigi, S. (2018). Studying with the internet. Studies In Philosophy and Education. 36(6), 553-566.
Lewis, T. E., Ford, D. (2018). On the freedom to be opaque monsters: Communist pedagogy, aesthetics, and the sublime. 14(1), 95-108. Chapel Hill, North Carolina: Duke University Press.
Lewis, T. E. (2018). The pedagogical power of things: Toward a post-intentional phenomenology of unlearning. 98(Winter), 122-144. St. Paul: University of Minnesota Press.
Lewis, T. E., Hyland, P., Friedrick, D. (2018). Organizing a Studious Conference. Visual Arts Research. 44(86), 1-12. Illinois, Urbana-Champaign: University of Illinois, Urbana-Champaign.
Lewis, T. E. (2017). Beyond Measure: Studying the Educational Logic of Patti Lather's Getting Lost. Other. 23(4), 1-9.
Lewis, T. E., Vlieghe, J. (2017). Temporality, pleasure, and the angelic in teaching: Toward a pictorial-ontological turn in education. Journal of Aesthetic Education. 51(2), 59-81.
Lewis, T. E., Jasinski, I. (2017). Trust me, I do not know what I am talking about! The voice of the teacher beyond the oath and blasphemy. Educational Philosophy and Theory. 49(1), 47-57.
Lewis, T. E. (2017). Walter Benjamin’s Radio Pedagogy. Other. 142(1), 18-33.
Lewis, T. E., Harkan, L. (2017). Designing Philosophy. Other. 1(2), 36-46.
Lewis, T. E. (2017). A Marxist education of the encounter: Althusser, interpellation, and the seminar. Other. 29(2), 303-317.
Bartholomee, L. G., Herman, D., Kraehe, A., Lewis, T. (2017). Creating the city: An interview with Antonia Darder and Pepón Osorio. Policy Futures in Education. Sage Journals.
Lewis, T. E., Friedrich, D. (2016). Educational states of Suspension. Educational Philosophy and Theory. 48(3), 237-250.
Lewis, T. E., Jasinski, I. (2016). The educational community as in-tentional community. Studies In Philosophy and Education. 35(4), 371-383.
Lewis, T. E. (2016). The pedagogical function of art as interpretation. Journal of Aesthetic Education. 50(2), 57-71.
Lewis, T. E. (2016). To be less than you are: Self suspension, potentiality, and study. Ethics and Education. 11(3), 340-351.
Lewis, T. E., Backer, D. (2015). Retaking the Test. Educational Studies. 51(3), 193-208.
Awarded Grants
Contracts, Grants and Sponsored Research
Grant - Research
Lewis, T. E., "Tracing the History of the Visual Culture of Fascist Movements and Subcultures in the United States," Sponsored by University of North Texas, University of North Texas, $2600 Funded. (January 2024 – December 2024).
Lewis, T. E. (Principal), Link, B. (Co-Principal), Donaldson, C. (Co-Principal), "Critical Communities of Practice," Sponsored by Onstead Institute, University of North Texas, $25000 Funded. (August 2023 – May 2024).
West, R. (Co-Principal), Lewis, T. E. (Co-Principal), Moffett, C. (Co-Principal), Hayes, A. (Co-Principal), "Visualizing the Choreography of Teaching: Team Mentoring Grant," University of North Texas, $5000 Funded. (2021 – 2022).
Abel, M. S., Kraehe, A., Lewis, T. E., "THE URBAN NETWORK PROJECT," Sponsored by Provost's Office, University of North Texas, $3700 Funded. (September 2017 – August 2018).
Lewis, T. E., "Education as Experimentation," Sponsored by I-GRO, University of North Texas, $12000.00 Funded. (January 1, 2017 – June 19, 2017).
| Overall Summative Rating |
Challenge and Engagement Index |
Response Rate |
|---|---|---|
out of 5 |
out of 7 |
% of students responded |
- Overall Summative Rating (median):
This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):- The course as a whole was
- The course content was
- The instructor’s contribution to the course was
- The instructor’s effectiveness in teaching the subject matter was
- Challenge and Engagement Index:
This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):- Do you expect your grade in this course to be
- The intellectual challenge presented was
- The amount of effort you put into this course was
- The amount of effort to succeed in this course was
- Your involvement in course (doing assignments, attending classes, etc.) was