Abstract
The thesis considers relationships between the philosophy of knowledge and art; it questions whether epistemological ideas can describe and explain art, and therefore contribute to research in art. The contribution which research makes to other subjects in higher education is indicated, and the attitudes within the fine art community which seem to be inimical to research are discussed. It is argued that there is no fundamental barrier to the development of research in fine art, and that such a development would be timely. The enquiry establishes ideas of knowledge, changes in knowledge, and research communities from epistemological philosophers (Popper, Polanyi, Kuhn, Lakatos, Feyerabend). These characteristics are considered in relation to evidence drawn from art, through studies in the history of art (Panofsky, Gombrich, Schapiro, Baxandall), and the writings and works of individual artists (Reynolds, Constable). The experience of twelve art students, their working approaches and their own work, are described through the use of interviews, questionnaires, photographs, and methods and techniques based on the Personal Construct Psychology of Kelly. The research policy of the Council for National Academic Awards and examples of completed research degree projects are discussed in relation to epistemological concepts. The report concludes with discussion of the findings of the study. It is argued from the evidence presented that there are distinctions between ideas of knowledge and of art, but that epistemological ideas can be descriptive and explanatory of examples of art and art education, and that they are sufficiently consonant with current policy and practice to contribute to the development of research degrees in fine art.