The end of the second year in an undergraduate (UG) degree represents a critical formative stage in a student's academic and personal development. This period is often marked by significant transitions that shape their final year of study and future career pathways. With recent deployment of the Common academic Framework, there is an opportunity to consider how the European model of Fine Art Education can consider the end of the Second Year as a particularly poignant moment in the educational journey. The paper considers how the concept of the 'Zwischenpruefung' can be rethought and what the challenges and rewards can be. By examining the development of a series of workshops that lead to the preparation of a year show the paper examines how academic specialization, the move to ‘mastery’ of a subject, independent thinking and critical thinking can not only be addressed, but led to a sharper focus through educational activities that consider work that is not in progress, but resolved. Contrary to developmental or continuous activities, the concept of ‘finitude’ is examined with regards to relevance and engagement and is considered vis-à-vis ideas of continuous development. The paper draws from varied source material, Q. Meillassoux’s ideas in particular as well as more established ideas on the progression and attainment of accomplishment and consider the midpoint as formative point in education, but also one for transitions and future directions.
Michael Mersinis (Wed,) studied this question.