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Flourishing‐for‐all as emerged as a concept to respond to the apparent lack of capacity to translate the sustainability discourse into actual practices conducive to more sustainable societies. In this special issue, we assert that flourishing‐for‐all addresses the gap identified in the sustainability discourse that still needs conversion into practice, and that processes for catalyzing this necessary transformation need to be identified and implemented. The eight papers in this special issue address flourishing‐for‐all from different ontological, epistemological, and methodological perspectives, demonstrating a wide interest in the topic, and the shared belief that both academia and practice must go beyond sustainability to embrace flourishing‐for‐all. They bring to the fore three important features of a flourishing‐for‐all approach: First, it allows for a more profound analysis of systemic sustainability‐related problems; secondly, it highlights new relationships among the problem‐related variables; thirdly, it extends the repertory and reach of possible solutions.
Flourishing‐for‐all as emerged as a concept to respond to the apparent lack of capacity to translate the sustainability discourse into actual practices conducive to more sustainable societies. In this special issue, we assert that flourishing‐for‐all addresses the gap identified in the sustainability discourse that still needs conversion into practice, and that processes for catalyzing this necessary transformation need to be identified and implemented. The eight papers in this special issue address flourishing‐for‐all from different ontological, epistemological, and methodological perspectives, demonstrating a wide interest in the topic, and the shared belief that both academia and practice must go beyond sustainability to embrace flourishing‐for‐all. They bring to the fore three important features of a flourishing‐for‐all approach: First, it allows for a more profound analysis of systemic sustainability‐related problems; secondly, it highlights new relationships among the problem‐related variables; thirdly, it extends the repertory and reach of possible solutions.
Bireylerin kendilerini yaratıcı bir şekilde ifade etmeleri doğrultusunda boş zamanlarını etkili ve verimli bir şekilde değerlendirmelerini sağlayan sanatsal rekreasyon; görsel sanatlar, müzik, dans, tiyatro dâhil olmak üzere çeşitli sanatsal etkinlikleri kapsamaktadır. Çalışma kapsamında sanatsal rekreasyonun toplumsal dinamikleri, Bourdieu sosyolojisi çerçevesinde; kültürel sermaye, habitus ve alan kavramlarının bireylerin sanatsal etkileşim süreçlerinin şekillendirmesi açısından oynadığı role odaklanılarak incelenmektedir. Bu doğrultuda sanat alanı ile habitus arasındaki karşılıklı ilişki; kültürel sermayenin bedenselleşmiş, nesnelleşmiş ve kurumsallaşmış biçimlerinin bireylerin sanat alanına erişim ve katılımını nasıl etkilediği, Bourdieu'nun kavramlarından yararlanılarak sorgulanmaktadır. Sanatsal sermayenin dağılımı ve alan içindeki güç ilişkileri bağlamında sanat alanının kendine özgü yapısına odaklanılmakta, habitus ve kültürel sermayenin bireylerin estetik yargıları ve sanatsal tercihleri üzerindeki etkileri mercek altına alınmaktadır. Bu çalışma, boş zaman değerlendirme çerçevesinde gerçekleştirilen sanatsal etkinlikler aracığıyla kişisel refah, kültürel zenginleşme ve sosyal uyumun yaygınlaştırılması açısından sanatsal rekreasyonun toplumsal dinamiklerinin derinlemesine bir şekilde anlaşılmasının önemini gözler önüne sermektedir.
This paper explores how art and spirituality are connected and examines how art-based pedagogy, including art appreciation and art making, can facilitate not only developing emotional skills, but also cultivating spirituality and spiritual wisdom in management education. It further proposes that art appreciation is a virtuous activity, as it can facilitate the learning of spiritual values in a more personally meaningful way. By presenting an integrated model of art appreciation and sharing pedagogical examples of art appreciation, I propose that art appreciation can provide a more intuitive and immediate approach for developing spiritual values such as empathy and interpersonal care in management education. The primary purpose of this paper is therefore to explore the pedagogical potential of contemplative art-based practices in cultivating not only the students’ emotional skills, but also their understanding of spirituality, thereby contributing to a heightened sense of their personal empowerment and overall well-being.
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