Abstract

A certain standard of approach, methodology, and content in a young artist’s early education has been accepted by society at large without any demand for validation and essentially ignored by the philosophical and therapeutic community until dysfunction actually presents itself. What we seek here is to describe some of the constituents of the lived world of a young artist and from that phenomenological description, determine whether the philosophical basis thereof supports a healthy style of being-in-the-world. We also wish to suggest alternative ways, based on better articulated philosophical tenets, to foster both fine artistry and an integrated, authenticity-directed life, rather than sacrificing one for the other, presumably without recourse