Abstract
In this paper, I examine what acts influence its participants in object-based learning (OBL) through artworks and consider how this practice increases the possibility of their Bildung. First, I highlight how OBL, which I focus on in this paper, can aim to engage in dialogue beyond social hierarchies as participants confront their own perceptions through objects. Next, with Wittgenstein’s and Merleau-Ponty’s texts as clues, I point out that OBL through artwork has unique functions because the artwork has its own normativity, which solicitates us. Here, it becomes clear that this learning method allows people to manifest professionals’ perceptions sensitive to the art domain’s normativity in the inference process. Finally, based on the OBL practice by Yohko Watanabe (Professor, Keio University Art Center), I discuss who can realize Bildung and how this can be achieved from three perspectives: 1) participants, 2) facilitators, and 3) artworks. Through the above, I argue that the OBL practice through artworks enables diverse people to promote them to appreciate and create artworks.
https://ror.org/02kn6nx58 
