The Transformation of the Role of Material in Contemporary Sculpture Based on Connectivism Learning Theory

Under the postmodern paradigm, the role of material in contemporary sculpture has experienced a profound transformation that redefines not only the meaning and conceptual framework of art but also the methods by which it is taught. Traditional sculpture viewed material merely as a tool for shaping form, yet today, artists consider material to be an essential element that embodies the very essence of the artwork. The evolution of sculpture into a phenomenological encounter emphasizes audience interaction and an increased sensitivity to human presence. By integrating a diverse range of materials – including traditional, recycled, and industrial elements, as well as modern technologies such as light and sound – practitioners establish richer connections with social, cultural, and environmental issues in ways that transcend mere aesthetics. Concurrently, the realm of education has undergone a transformation with the adoption of connectivist learning theory—a pedagogical approach that challenges conventional educational models by recognizing that knowledge is dynamic and ever-changing. Developed by George Siemens in 2004, connectivism departs from the notion of static information stored in memory and instead promotes a view of knowledge as a network of interrelated nodes that facilitate the discovery of emergent patterns and novel meanings. In this framework, fundamental constructs like “node,” “network,” “ecosystem,” and “context” become central in understanding how individuals interact with information. Each node may represent distinct elements ranging from personal experiences to technological resources and scholarly texts. Ecosystems, as integrated environments where information circulates, and context, which envelops the emotional and experiential dimensions of meaning, further reinforce this dynamic approach to learning and creative process. This qualitative research investigates specialized texts on contemporary sculpture and analyzes selected works by Tehran University sculpture graduates from the post-revolution era. The research addresses two central questions: what underlies the transformation in the role of material in contemporary sculpture, and how is sculpture taught in Iranian universities? Adopting an innovative connectivism-based teaching model, the study examines how the intrinsic role of material in sculpture has evolved and explores the current methodologies employed in Iranian universities. In this research, a network is constructed that spans material sciences, art history, global production techniques, climate-responsive practices, and local construction methods. The model posits that each element – whether a material, technique, or idea – functions as a unique node within the broader network of contemporary sculpture. Traditional emphasis on solid, hard materials is rebalanced by the integration of soft media and emerging practices rooted in postmodern diversity, reflecting a paradigm that values multiplicity and interconnectedness. The findings of this study demonstrate that merging connectivist principles with established theoretical frameworks in sculpture produces a robust teaching approach. This integration not only enhances technical skills and sparks creative innovation but also broadens the cultural and aesthetic horizons of students. Consequently, learners are empowered to create artworks that resonate with their personal experiences, climatic conditions, and cultural contexts. As contemporary sculpture continues to push the boundaries of material use and artistic expression, promising new educational avenues emerge that support both traditional craftsmanship and futuristic experimentation.