Concepts of Aesthetic Education : Japanese and European Perspectives
著者
書誌事項
Concepts of Aesthetic Education : Japanese and European Perspectives
(European studies in education = Europäische Studien zur Erziehung und Bildung = Études européennes en sciences de l'éducation, 24)
Waxmann, c2007
大学図書館所蔵 全12件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
内容説明・目次
内容説明
From time to time, pedagogy enters a period of unease with the rational forms of its content, structures and action-guiding rules. During such periods, a reorientation towards the aesthetic dimensions of education occurs and the necessity of aesthetic formation is reasserted. This type of formation is meant to abet sensuous impressions supplementing the functionalist orientation of education and to convey other forms of experiencing the world and oneself. Aesthetic experience, in which the boundaries between outside and inside dissolve and the aesthetic object and subject become interlaced, is central to aesthetic education. The aesthetic experiences which are thus produced are sensual and pleasurable; they do not depend upon conceptual thinking. At heart, aesthetic education is not oriented along the lines of rational or scientific thought, but rather along the lines of a manner of thinking and feeling unchained even from the striving for insight and knowledge.
It aims to make accessible an experience of the manifold meanings the world can take on and the myriad ways in which these may be interpreted and to give insight into the plurality and diversity of subjective aesthetic constructions. On this basis, the point is to give children and adolescents, within a sphere of action characterised by tensions and contradictory demands, the possibility of developing a kind of ""aesthetic wilfulness"" as a capacity for self-development and self-determination. As the subject of aesthetic education is different from that subject which is called upon to navigate through everyday existence, it may conceive and practice within literature and art forms of self-determination which are impossible to put into practice in other areas of life and education.
「Nielsen BookData」 より