Art Education for the Development of Complex Thinking Metacompetence: A Theoretical Approach

Abstract

This article proposes to explore the relationships between art education and the development of complex thinking (proposed as metacompetence in this study) from a theoretical perspective. This is an approach that arises from contemporary conceptions about art, which is an intrinsic relationship between the artwork and the creative and critical character towards representation systems. Emphasising the definition of complex thinking proposed by Mathew Lipman serves as a guiding axis to try to establish the cognitive processes that compose it. Among the main findings is that the development of complex thinking and cognition occurs through action and interaction with the environment, thus linking to the notions of ‘situated competence’ and the ‘complex approach to competences’. By including cognitive and metacognitive processes, it allows us to postulate complex thinking as metacompetence. In addition, it is proposed that the use of learning methodologies (under a competence‐based approach) could contribute to an art education where students produce artistic works that involve critical, creative processes or divergent results. It is also necessary that both the curriculum and the teachers encourage an expanded and interdisciplinary vision, understanding that art is not circumscribed to a specific discipline.

Complex Thinking and Sustainable Social Development: Validity and Reliability of the COMPLEX-21 Scale

“…Thus, the socioformative approach comprehends the complex thinking construct as an or comprehensive performance to solve the problems in the way of sustainable social development. This different from the assumption of the epistemological approach [12], which tends not to go beyond the philosophical plane; or from high order thinking [15] which does not consider the improvement of life conditions and biodiversity; or from macro-competence [25], which does consider the skills, attitudes, and knowledge but, does not go beyond a fragmented view of the concept, spends excessive time in the planning of processes and has no connection to sustainable development. Nonetheless, the contributions of these three perspectives have been considered in the socioformative approach but in the framework of a new proposal, more focused on the social aspect and nature.…”

“…Another branch in the study of complex thinking understands it as a multidimensional macro-competence consisting of other competencies or skills [25]. These competencies can be defined as "effective behaviors and skills to achieve or carry out successful projects in the future and which allow self-sustainable growth and a more equal development" [26] (p. 233).…”

The Modern Construction of Spatial Narrative and Artistic Aesthetic Value of Han Portraits in the Internet Era

“…Any kind of art is a process of life perception from beauty to truth, as well as the inheritance and recreation of traditional arts and crafts, and the inheritance and development of tradition and even feedback and homage while putting innovation and personal emotion into artworks [4][5]. Art includes the creative subject's perception of the objective world and self-feeling, reflecting the culture, society, and spirit of the nation from different perspectives, distinctive national characteristics and national styles, and to a greater extent, the inheritance and innovation of traditional art [6].…”

Student Attitudes and Teacher Strategies in the Aesthetic Education in Chinese Middle School Music Classes

“…The international academic community has widely recognized and researched the importance of aesthetic education. Silva points out that aesthetic education helps students develop creative thinking and expressive abilities and enhances their quality and interdisciplinary thinking skills [2]. Lee believes aesthetic education can promote emotional development and social skills, fostering students' cultural confidence and global perspective [3].…”