“Lebenskunst” – Schmid’s concept of the art of living

Teschers, Christoph

doi:10.4324/9781315563848-5

Cited by 3 publications

(6 citation statements)

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“…Although it has been discussed earlier (Teschers, 2010) and also indicated above that Schmid's approach to the art of living is a suitable starting point for an educational perspective, there are some critical aspects and limitations from an educational point of view that need to be addressed. Schmid seems to propose a holistic philosophical concept by emphasising the responsibility of the individual to decide upon one's own values and beliefs, and to shape one's own life.…”

Section: Educational Critique Of Schmid's Concept "Lebenskunst"mentioning

confidence: 99%

“…The scope of this paper does not allow to discuss all these questions, but to consider them at all, one has to have an underlying idea or concept of the art of living first -a theoretical framework to base one's answers on. Various concepts have been taken into account (see Teschers (2010) and Teschers (2011) for more details) and it will be argued here that Schmid's approach is a good foundation to build on, but also commented on some of its possible shortcomings for educational purposes in the light of other philosophical concepts. Further, a dialogue between philosophical and psychological approaches (Teschers, 2011) will provide significant input for an educational perspective as well.…”

Section: Introductionmentioning

confidence: 99%

“…1Schmid a contemporary German philosopher, whoes work has not been translated into English, yet. See Teschers (2010) for an English summary and discussion of his philosophy.…”

Section: Introductionmentioning

confidence: 99%

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An educational approach to the art of living

Teschers¹

2017

Education and Schmid’s Art of Living

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This article will engage with theories about the art of living and the good life, especially Schmid's concept "Lebenskunst", as well as with relevant findings of positive psychology research from an educational point of view. An argument will be made for the importance for education to refocus on the lives and living circumstances of our students, and the contribution an art of living can make to education. It will be shown that a shift of the educational focus in theory and practise is necessary, away from being mainly economical driven to a more comprehensive understanding of education and Bildung that includes not only social and economical considerations, but also other important aspects of human life and well-being.

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Section: Educational Critique Of Schmid's Concept "Lebenskunst"mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An educational approach to the art of living

Teschers¹

2017

Education and Schmid’s Art of Living

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“…Schmid emphasises the notion of responsibility for shaping one's own life and acknowledges it takes labour to care for oneself (Teschers, 2010). Schmid balances his focus on the individual perspective of living a beautiful life with his acknowledgement that human beings are social animals.…”

Section: Schmid On Gestures and Developing An Art Of Livingmentioning

confidence: 99%

“…Schmid's art of living contains key concepts that are central to becoming the artist of one's own life: Bildung (self-cultivation, self-formation, including the cultivation of knowledge and prudence); self-reflection; and practical wisdom (phronesis). To develop one's own art of living and to become the artist of one's own life means, Schmid (2000a) argues, to take responsibility for one's own life and shape it according to one's own, self-reflected values and norms (Teschers, 2010). For the embodied human being, as Nietzsche noted, these considerations have to reach beyond the rational and include the emotional sphere, especially in relation to interactions with other human beings.…”

Section: Schmid On Gestures and Developing An Art Of Livingmentioning

confidence: 99%

Playing with philosophy: Gestures, life-performance, P4C and an art of living

D’Olimpio

Teschers²

2017

Educational Philosophy and Theory

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It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures have on others. One of the most fundamental aspects of the embodied human life is human interaction that is based on expressions, what Schmid calls gestures. Through self-reflection, one's set of gestures can be developed into a deliberate 'life-performance'a conscious, selected and coherent work of art. Drawing on Nietzsche's idea of living artistically, we explore how Schmid's philosophy of the art of living, P4C and the liberal arts, with a focus on drama education, can work together to help children develop their own art of living while respecting and supporting the development of the good and beautiful life of others.

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Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

D’Olimpio

Teschers²

2020

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This article explores the meeting of two approaches towards philosophy and education: the philosophy for children (P4C) approach advocated by Lipman and others, and Schmid’s (2000) philosophical concept of Lebenskunst (the art of living). Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One aspect of Schmid’s theory is the practical application of philosophy through the notions of Bildung, (self-) refection, prudence and practical wisdom, as well as the requirement for each individual to take responsibility for actively shaping their life as an artwork. In this sense, each person is the artist responsible for living their own beautiful life. We argue that there are some useful parallels between Schmid’s concept of the art of living and P4C, such as the ideal of a holistic philosophy that is “lived”. The pragmatic approach of P4C focuses on the embodied learner who practices critical, caring and creative thinking. Both P4C and Schmid’s theory are reminiscent of the Aristotelian notion of practical wisdom (phronesis), which allows for an approach to an education for life that prepares (young) students to develop their own art of living. We also critically discuss tensions arising between these two concepts.

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“Lebenskunst” – Schmid’s concept of the art of living

Cited by 3 publications

References 2 publications

An educational approach to the art of living

An educational approach to the art of living

Playing with philosophy: Gestures, life-performance, P4C and an art of living

Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life

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