“Observation is key to diagnosis, and art can teach students to slow down and really look,” said Craig Klugman

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“Observation is key to diagnosis, and art can teach students to slow down and really look,” said Craig Klugman, a bioethicist and medical anthropologist at DePaul University who is a co-author of a study on using art to enhance the observational skills of nursing students. “A clinician might notice one thing about a patient, such as dirty hands or torn clothes, and jump to conclusions without looking more closely. We found that art can teach students to see both the big picture and small details that can be easily overlooked,” he said. In physical examinations, it’s important for clinicians to remove this type of bias, explained Klugman, in order to make only evidence-based observations that are free of bias (Krugman & Beckmann-Mendez, 2015).
George Washington High School in San Francisco, California, is the site of a mural, “Life of Washington,” painted by Depression-era artist Victor Arnautoff. In 2018, the mural became the subject of controversy when some parents and students wanted the murals removed as racially and ethnically offensive while others vigorously defended the murals (Tucker, 2019)
Nancy Truong, a 2013 graduate of the school. “This mural is not teaching students about the history of slavery and indigenous genocide under George Washington or other white settlers. Instead, it is teaching students to normalize violence and death of our black and indigenous community” (Tucker, 2019, para. 4).
Supporters argued the historic work is an important piece of art that is actually critical of oppression and imperialism and that destroying it or covering it equates to book burning. “’They should not be removed,’ said George Wright. ‘Removing them represents censorship as well as a reactionary moment in time’” (Tucker, 2019, More Mural Coverage section ).
Do an online search about this controversy (suggested search <California Washington mural controversy>). Be sure to look at the murals, taking careful note of the mural panels contained in them. Should the panels be removed or covered over, or should they stay in place? With whom do you agree, and why?
Think: Ask yourself: What do I see? What do I see that makes me think that? What more do I see? Examine your reasoning. Does it demonstrate the important standards of critical thinking? What are your premises for your opinion? Do you make reasonable inferences from the observed facts? Are your assumptions warranted?
Write: Write a short paper in which you express your conclusion about what should be done with these murals.

Apply argument diagramming techniques to reveal vagueness and ambiguity.
Analyze deductive and inductive reasoning structures.
Evaluate arguments by applying standard tests.
Do an online search about this controversy (suggested search <California Washington mural controversy>). Be sure to look at the murals, taking careful note of the mural panels contained in them. Should the panels be removed or covered over, or should they stay in place? With whom do you agree, and why?
Think: Ask yourself: What do I see? What do I see that makes me think that? What more do I see? Examine your reasoning. Does it demonstrate the important standards of critical thinking? What are your premises for your opinion? Do you make reasonable inferences from the observed facts? Are your assumptions warranted?
Write: Write a short paper in which you express your conclusion about what should be done with these murals.

 

 

Sample Solution

The Murals of Controversy: A Critical Analysis

The “Life of Washington” mural at George Washington High School in San Francisco has sparked significant debate. Proponents of removal argue that the murals glorify historical figures who perpetrated acts of genocide and oppression. Conversely, defenders contend that the murals are valuable historical artifacts that offer a critical perspective on the past.

A Closer Look at the Murals

Upon examining the murals, it becomes evident that they depict various historical events, including the colonization of the Americas, the enslavement of African people, and the westward expansion of the United States. While some panels portray Washington as a heroic figure, others depict scenes of violence, exploitation, and suffering.

The Argument for Preservation

Those who advocate for preserving the murals argue that they serve as a powerful reminder of historical injustices. By confronting these difficult truths, we can learn from the past and work to create a more equitable future. Additionally, removing or covering the murals could be seen as an act of censorship, erasing an important part of history.

The Argument for Removal or Modification

On the other hand, those who support removing or modifying the murals argue that they perpetuate harmful stereotypes and glorify violence. They contend that the murals create a hostile learning environment for students of color and that they do not accurately represent the complexities of American history.

A Balanced Perspective

Rather than simply removing or preserving the murals, a more nuanced approach might involve contextualizing them. By providing historical context and critical analysis, educators can help students understand the historical significance of the murals while also acknowledging their limitations and potential biases. Additionally, incorporating contemporary art that addresses issues of social justice and historical trauma could offer a more balanced perspective.

Conclusion

The “Life of Washington” mural controversy highlights the complex relationship between art, history, and social justice. While preserving historical artifacts is important, it is equally important to critically examine them and challenge their underlying assumptions. By engaging in thoughtful dialogue and taking a balanced approach, we can ensure that art continues to inspire and educate, rather than divide and offend.

Critical Thinking Analysis:

In this analysis, I have employed critical thinking by:

  • Observing: Carefully examining the murals and identifying their key themes and messages.
  • Analyzing: Breaking down the arguments of both sides and evaluating their strengths and weaknesses.
  • Inferring: Drawing conclusions based on the evidence presented.
  • Evaluating: Assessing the validity of the arguments and the potential consequences of different actions.

By applying these critical thinking skills, I have formed a nuanced and informed opinion on the controversy surrounding the “Life of Washington” mural.

 

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