Theory Of Aesthetic Education Research Articles

Od wychowania teatralnego do pedagogiki teatru (w kontekście teorii wychowania estetycznego Ireny Wojnar)

The main purpose of this paper is to determine and distinguish, in a sparing and, by necessity, brief manner, the ideas and statements of theatre education, and present facts and experiences (conceived as a change) providing grounds for building up the concept of theatre pedagogy. The paper is divided into three parts, presenting the synthetic assumptions of Professor Irena Wojnar’s Theory of Aesthetic Education by its field-determined specification, i.e. the concept of theatre education and proposal of a difficult synthesis of pedagogy and theatre, its sources and foundations, as well as cultural and pedagogical premises for its legitimacy. The issues addressed are grounded in the pedagogy of culture, yet at the same time stem from Professor Irena Wojnar’s Theory of Aesthetic Education, offering a clearly outlined general concept of education that focuses on the problem of value and its connections with human enrichment processes. Theatre education is construed here as the refinement of the imagination with regard to values carried by the art of theatre, through the educational situations it creates, and treating it as a specific form of self-education, self-creation or simply making it real. The analysis of multiple relationships and dependencies between values carried by theatre and human education (considering the context of contemporary culture) identifies the main points of interest for theatre pedagogy, at the same time setting the direction for research work. Although it would be hard to treat it as a separate sub-discipline at this stage of its development (perhaps only as an intellectual short-cut), it may undoubtedly serve as a certain interpretation guideline, an observation point, if not as much as a perspective for discussing theatre-related issues. In any case, while addressing the issue of the human being and theatre, in its educational context, and enhancing one’s personal potential, it covers an area of reflection not covered by other fields of theatre studies and research, as well as phenomena affecting and related to theatre.

O teorii wychowania estetycznego Ireny Wojnar. Aspekt historyczny i autobiograficzny

The purpose of the considerations presented here is to recall and interpret the significance of Irena Wojnar’s scholarly achievements in the field of aesthetic education theory in relation to Polish and European pedagogy. The analysis undertaken is of a historical nature with elements of comparative methodology. It is based on Professor Wojnar’s works on aesthetic education as well as her comments included in published interviews. Three distinct stages of her scientific creativity can be distinguished: 1. from the mid-1960s to the mid-1970s, 2. from the mid- 1970s to 2000, and 3. from the year 2000 onwards. The author asks a question about what constitutes the topicality and universality of Wojnar’s theory of aesthetic education. The result of the analysis highlights the importance of her publications in breaking the one-dimensionality of socialist pedagogy, creating a universal concept of an open-minded attitude through art – creating a contemporary homo aestheticus. Attention is drawn to the marginalisation of Wojnar’s scholarly output, highly regarded internationally, for example in Italy. The article highlights the enduring values and the topicality of Wojnar’s innovative concepts stemming from the humanistic orientation of education that is so needed at present.

Irena Wojnar o potencjale edukacyjnym sztuki nowoczesnej

The article presents the educational potential of modern art as art contemporary for the theory of education through art, introduced to the Polish pedagogical thought in the 1960s by Irena Wojnar. In the initial stage of shaping the Polish theory of aesthetic education, Wojnar analysed the relationship between aesthetics and pedagogy, paying attention to the educational possibilities not only of “classical” art, but also of modern art. Despite her later approach to treating art as a whole, in her early publications, the then young researcher distinguished contemporary art, paying attention to its cognitive, emotional and creative potential, which was compatible with the modern civilisation of the second half of the 20th century. Contemporary discussions on the educational possibilities of art are often limited to canonical art, treating contemporary art with reserve. The first publications by Irena Wojnar, presented in the article, show the educational potential of contemporary art of the 1960s, which was characterised by controversy and incompatibility with previously learned ways of perceiving art. Wojnar saw a place in education for contemporary art and called for educating teachers in the field of contemporary art. This text presents the educational aspects of modern art, distinguished by Irena Wojnar in her first scientific publications in the 1960s. The text is also an invitation to rediscover the innovation of the theory of education through art.

Alternatywa pedagogiczna w teorii wychowania estetycznego Ireny Wojnar

The aim of the article is to present the pedagogical thought of Irena Wojnar, the creator of the theory of aesthetic education, which was a specific pedagogical alternative of the second half of the 20th century. From the 1970s onwards Wojnar started to propose art as an educational tool, and in this way she opposed to the “traditional” approach to education. She claimed that education should be identified with a conscious process of self-development. She believed that apart from acquiring knowledge, it is important to develop such human dispositions as imagination, sensitivity, empathy, creativity, the activation of which contributes to the integrated growth of human personality. Wojnar pointed out that art should be treated as a remedy for the technicalised, conformist and inhuman civilisation, art should be treated as a model of human functioning in the world. Wojnar postulated a new, humanistic dimension of education, in which there is a space for upbringing leading to creative, responsible humanity. The article presents the main assumptions of the theory and ideas of aesthetic self-knowledge in the context of understanding the world and caring for its future. The paper also discusses activities aimed at the application of the theory of aesthetic education in educational practice during long-term courses for teachers. The paper is based on biographical research, analysis of source materials and the author’s own memories related to Professor Irena Wojnar.

Dehumanizacja Obcego. Rola sztuki popularnej w uświadamianiu problemu na przykładzie Men Against Fire (2016)

Dehumanization is – in the broadest sense – the process of depriving a person of positive human qualities. This problem, considered mainly in the field of social psychology, has strong pedagogical significance. The article is aimed to show the potential importance of popular art for intercultural education, precisely: to show the role that popular art can play in raising the awareness of the problem posed by dehumanization of the Other. To achieve the intended goal, the author indicates the justified presence of popular art in education, introduces the concept of the Other, i.e. a person who is beyond the horizon of a given person’s experience, who is outside a given community or is cognitively dangerous, and outlines the issue of dehumanization. The exemplification was conducted on the example of the episode of the British science fiction series Black Mirror – Men Against Fire (2016). The considerations are carried out from the perspective of contemporary aesthetic education, which refers conceptually to the Polish theory of aesthetic education. Humanistically oriented, contemporary aesthetic education must be conducted in the vein of pluralism and interculturalism; it should also contribute to the development of a person’s holistic personality: from their aesthetic sensitivity and moral orientation, to their ability of critical thinking and creativity. In the article, the possibilities are indicated of using popular art in education by building theoretical interpretive contexts.

Forerunners of the Polish Theory of Aesthetic Education

The article outlines the views of the forerunners of the Polish theory of aesthetic education: Janina Mortkowiczowa (1875-1960), Stefan Szuman (1889-1972), Stanisław Ossowski (1897-1963) and Bogdan Suchodolski (1903-1992). The juxtaposition of opinions on the role of art in education with elements of precursors' biographies enables a deeper understanding of these opinions. The research approach adopted also shows the evolution of thought and the process of shaping the Polish theory of aesthetic education over the course of the twentieth century.

Research on aesthetic education function and implementation path of music education in application-oriented universities

Aesthetic education in application-oriented colleges and universities realizes the all-round development of people through music education, which not only enrichis the basic theory of aesthetic education, but also provides an effective way and breakthrough point for the development of aesthetic education in application-oriented colleges and universities. Based on the analysis of the current practical situation and problems of music education in application-oriented universities, from the principle of music education following the rules of aesthetic education, based on the reality of application-oriented universities, This paper puts forward that the development of music education in application-oriented universities should start from changing educational concepts, optimizing the structure of teachers, standardizing teaching contents and methods, perfecting management system and evaluation mechanism and creating cultural atmosphere, so that music education can play an irreplaceable role in realizing the all-round development of talents.

EDUCATIONAL POTENTIAL OF THE POLONIA PAVILION AT THE VENICE BIENNALE OF ART: HALKA/HAITI AND LITTLE REVIEW

Poland has been actively participating for almost a century in one of the largest and most important artistic events in the world, the international exhibition of the Venice Art Biennale. This artistic event is visited by over a half a million people every two years, so it is worth considering its educational impact on the audience. The article presents two projects which were shown in the Polish Pavilion during the 56th and 57th Venice Art Biennale in 2015 and 2017: Halka/Haiti 18°48’05”N 72°23’01”W, created by C. T. Jasper and Joanna Malinowska and Sharon Lockhart’s Little Review. The author of the article describes, interprets and analyses the projects from a pedagogical perspective. The idea of art as an important tool for the transformation of man and the world can be found in pedagogy, in the area of knowledge about art, as well as in artistic activities. In the 21st century contemporary art is perceived as an important partner for pedagogy, but today pedagogy also becomes an inspiration for artists who more and more often use typically educational forms of activity in their artistic processes and appreciate the democratic, inclusive and emancipatory nature of educational practices. The aim of the article is to indicate the educational aspects of two art projects, which were presented in the Polish Pavilion in 2015 and 2017, taking into account their educational potential and the possibility of influencing both participants of the implemented activities and the secondary audience. The pedagogical perspective used by the author ranges from the theory of aesthetic education, through critical pedagogy, to the educational turn in contemporary art observed in the 21st century.

The Educational Turn in Contemporary Art and Critical Aesthetic Pedagogy: Rethinking the Theory of Aesthetic Education

The Educational Turn in Contemporary Art and Critical Aesthetic Pedagogy: Rethinking the Theory of Aesthetic Education

Introduction to the Narrative Justice Symposium

Abstract Narrative Justice presents an argument for a contemporary theory of aesthetic education, followed by examples of that theory in practice. I use aesthetic education in its strict philosophical sense, that is, as a thesis about the relationship between aesthetic or artistic value on the one hand and moral and political value on the other hand. The crux of the thesis is that there is some kind of causal relation between aesthetic experiences and moral development. The term is ambiguous because an aesthetic education is not an education in aesthetics but an education by aesthetics, specifically a moral education by aesthetic means, which is, in turn, a means to the end of political education.

채원배(蔡元培)의 미육이론(美育理論)에 나타난 디자인조형관에 관한 연구

본 연구는 중국의 근대화과정에서 현대적 의미의 디자인개념을 제시한 채원배의 미육이론에 나타난 디자인조형관을 파악하는데 목적이 있다. 채원배의 미육이론은 미학이론의 실천사상으로 실용미술을 강조하였고, 일상생활과 밀접한 관계를 갖는 예술의 사회화를 주장하였다. 채원배의 미육이론에 나타난 디자인조형관은 서구에서 시작된 현대적 개념의 디자인사상인 윌리엄모리스의 ‘예술의 민주화사상’과 맥을 같이하고 있다. 채원배는 정치, 문학, 철학, 미학 등 다양한 분야에서 업적을 남겼으나 채원배의 디자인조형관을 파악하기 위해서 채원배의 미학사상을 정리한 교육사상인 미육이론을 연구의 범위로 하여, 선행연구 및 관련 서적에 나타난 디자인조형관을 분석하였다. 연구결과 채원배의 미육이론에 담긴 디자인조형관은 다음과 같다. 첫째, 신시대의 예술은 모든 사람이 아름다움을 공유해야 한다는 예술의 공리성(功利性)을 주장하였다. 또한 실용미술과 일상생활에서의 역할을 강조하면서 미의 초월성을 근간으로 예술의 민주화사상을 실천에 옮겼다. 둘째, 채원배는 미의 보편성에 따른 ‘미의 공유’를 주장하며 예술의 공공성에 대한 문제를 제기하고 있다. 셋째, 채원배는 예술과 사회와의 관계에서 예술은 사회를 변화시키는 수단으로 사회와 밀접한 관계가 있음을 이야기 하였다. 또한 실용미술은 일상생활과 긴밀한 관계에 있기 때문에 ‘실용미술은 계몽의 도구’로서 역할을 한다 하며 미의 사회성과 예술의 계몽성을 주장하였다. 이러한 채원배의 미육이론에 나타난 디자인조형관은 결국 디자인이론의 근간을 이루는 디자인사상으로 오늘날 중국의 디자인사상에 많은 영향을 끼쳤다고 볼 수 있다.

ПРОБЛЕМИ ЕСТЕТИЧНОГО ВИХОВАННЯ ДІТЕЙ В ІСТОРИЧНІЙ РЕТРОСПЕКТИВІ

The article attempts to investigate the problem of aesthetic education of children in the historical retrospective; to identify the socio-historical background, reflecting the evolution of theoretical ideas about the essence of aesthetic education and the peculiarities of its organization. It is proved that at the present stage, the construction of a holistic theory of aesthetic education of children is necessary, which reflects the achievements of modern pedagogical science and provides qualitatively new opportunities for the creation and introduction of a system of aesthetic education of the young generation into educational practice.The analysis of the concept “aesthetic education” is carried out, moreover, the research analyzes the main tendencies of its evolution, necessary for a more complete understanding of the problem of aesthetic education of children; in each historical period, the corresponding socio-historical background is identified.It is proved that the basic provisions of aesthetic education are implemented in the kindergartens and schools by means of literature, music, fine arts, theater, cinema, architecture, dance, etc. In the last decade, the development of the problem of aesthetic education of children received a new impetus, and rethinking domestic and foreign pedagogical experience, the development of innovative processes served as the basis for a comprehensive study of the problem of aesthetic education of children, taking into account modern trends in the development of society and pedagogical science.It is proved that a holistic theory of aesthetic education of children is necessary, based on the achievements of modern pedagogical science, which arranges the researcher to be an effective practical apparatus, which provides qualitatively new possibilities for the creation and introduction of the system of aesthetic education in a broad educational practice. It is necessary to search for a new, perfect model of aesthetic education that reflects the state of modern society, education and art.

Purpose of arts education and reconsideration about curriculum -Focusing on Schiller's Theory of Aesthetic Education-

Purpose of arts education and reconsideration about curriculum -Focusing on Schiller's Theory of Aesthetic Education-

Rozwój polskiej teorii wychowania estetycznego – prekursorzy i twórcy

The article presents the achievements and thought of chosen pedagogues taking part in the creation of the Polish model of education through art. Janina Mortkowiczowa, the author of the book On aesthetic education (1903), emphasised the issue of the social significance of aesthetic culture and noted its linkage with moral culture. Stefan Szuman set out his main theses in the book On art and aesthetic education (1962), where he pointed out various dimensions of creative activity, including children’s art and its important role in the process of development of the young human being. Bogdan Suchodolski looked at art from the perspective of culture and general education. Irena Wojnar provided the final shape to the theory of aesthetic education (Theory of aesthetic education, 1976), by distinguishing two aspects within it: education towards art and education through art.

Wychowanie w blasku sztuki

The article is an attempt to define the role that art plays – may/should play – in the education of modern man. The scope of this “great role of art in the life of modern man” was presented in the works of Irena Wojnar and Bogdan Suchodolski – the authors of the Polish theory of aesthetic education. For the author of the article, the important role of art lies in the fact that it breaks the inertia of our sensitivity, our perceptual patterns, the coldness of the heart. In our times it is art – or maybe only art! – that allows modern man, at least partially, to satisfy the hunger for meaning. Art is an attempt to overcome the insufficiency of our human existence. To overcome and enrich! By showing man not just what he is but what he would like to be, what he should be, art creates a truly human vision of the art of life. That art is great entertainment is another happy circumstance for aesthetic education. We love and choose art because it is simply amusing. Studies show that art is educationally attractive – especially for children and adolescents – because it is also an attractive entertainment. The power and the beauty of aesthetic education lie in the fact that it is an education which is also a noble entertainment.

Work programs on disciplines "Aesthetics" and "Theory of Aesthetic Education"

Work programs on disciplines "Aesthetics" and "Theory of Aesthetic Education"

Pedagogical Analysis of Catastrophic Visions of Art

Abstract The theory of aesthetic education treats art as an educational space. It is interesting to look at theories of the end of art from a pedagogical perspective. The article presents a few selected items, symptoms of the collapse of art, which have appeared in theories of a crisis of art. Are they relevant to the theory of aesthetic education? Is education “for” and “through” art justified in the face of the end of art? In this article the author presents catastrophic visions of art from the pedagogical perspective.

The Urge for Totality

Review Article| June 01 2007 The Urge for Totality The Total Work of Art: From Bayreuth to Cyberspace, by Smith, Matthew Wilson, London: Routledge, 2007. 226 pages. Alan Ackerman Alan Ackerman Search for other works by this author on: This Site Google Twentieth-Century Literature (2007) 53 (2): 224–231. https://doi.org/10.1215/0041462X-2007-3005 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alan Ackerman; The Urge for Totality. Twentieth-Century Literature 1 June 2007; 53 (2): 224–231. doi: https://doi.org/10.1215/0041462X-2007-3005 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsTwentieth-Century Literature Search Advanced Search The text of this article is only available as a PDF. Copyright © Hofstra University2007 Article PDF first page preview Close Modal You do not currently have access to this content.

A Cosmopolitan Salon-Hostess: Friederike Brun's Revision of Schiller inIdas ästhetische Entwickelung(1824)*

Although until recently overlooked by both the Danish and German literary canons, the Danish-German poet, travelogue-writer, and salon-hostess Friederike Brun (1765–1835) was an important figure in the continental romantic movement. Known for her cosmopolitan stance and travel writing, Brun also engaged in a gendered critique of German idealist philosophy, as exemplified by her autobiography's revision of Schiller's theory of aesthetic education.

Theory of aesthetic education in USSR

(1989). Theory of aesthetic education in USSR. Irish Educational Studies: Vol. 8, No. 1, pp. 129-145.