Abstract
<p>Consciously or unconsciously, programmes in higher education maintain a value framework about the aesthetic value of students’ work, primarily based on the ability of such work to touch or move us. We consider something aesthetically valuable when it makes us feel good. In an educational environment, however, dealing with aesthetic value judgments pedagogically is complicated. After all, aesthetic judgment is a skill that cannot be taught explicitly; it can only be practised. This article discusses the underlying mechanisms of aesthetic judgment. The aim is to gain a better understanding of this skill and thus to contribute to the development of a pedagogy of aesthetic judgment. Relying on a theoretical framework developed on the basis of a literature review, we suggest that judging aesthetic value is an emotional process that requires well-formed aesthetic sentiment. Architectural education is an interesting case because it is a field in which aesthetic values occupy a central position. This study is therefore illustrated with examples from this field.</p>
Highlights
Values reflect what a group or community considers to be good or bad, and what is or is not worth pursuing
Relying on a theoretical framework developed on the basis of a literature review, we suggest that judging aesthetic value is an emotional process that requires well-formed aesthetic sentiment
The aesthetic quality of a work consists in its capacity to surprise and to please
Summary
Values reflect what a group or community considers to be good or bad, and what is or is not worth pursuing. The basis of an assignment’s success appears to lie in its ability to touch us emotionally: besides meeting a number of agreed criteria, students are expected to produce assignments that are surprising or convincing, fascinating or charming. It is the pleasure reflected in these emotional responses to a piece of work that constitutes its aesthetic quality. What was a good choice in one context is not guaranteed to work in another situation It is aesthetic judgment which enables us to make the best decision in a specific situation involving numerous constraints and uncertainties. The study is illustrated with examples from architectural education
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