Visual Research Methodology

Visual Research Methodologies – Art and Knowledge 

The relationship between art and knowledge has long shaped how the arts are valued in education and care. Plato, writing in Ancient Greece, viewed knowledge as rooted in reason and universal truths. In his ideal society, the arts—especially poetry and painting—were seen as mere imitations of reality and therefore intellectually inferior. He believed that the arts should be strictly censored in early education to instill moral values, but had little place in higher learning or civic life. This perspective contributed to the enduring idea that artistic expression lacks intellectual merit—a view that continues to affect how subjects like art therapy are perceived, often pushing them to the margins in both education and healthcare. 

In contrast, Aristotle—Plato’s student—offered a far more affirming view of the arts. He argued that mimetic or representational works hold meaning and emotional power, helping us to understand universal truths through narrative and structure. His concept of katharsis describes the emotional release and insight that comes from engaging with art, which mirrors what occurs in therapeutic art-making. For Aristotle, creating art was a thoughtful and meaningful act, combining emotion with rational organisation. These ideas remain central in art therapy today, supporting the view that creative expression is not only healing but also a way of knowing. As such, art therapy is not just a supportive tool—it is a valid and vital method for helping individuals, especially children and adolescents, make sense of their inner and outer worlds.