Promoting Aesthetical Values to Education

Abstract

With a pressure on schools to meet the requirements of a knowledge-based global economy, human development, critical thinking and imagination seem to be given lower priority. This article argues for including the aesthetic dimension in teaching as a way to foster human development. While aesthetic subjects are cut, there is a growing interest in aesthetic methods through which students are expected to use their knowledge in new and creative ways. However, there is a tension involved in combining innovative and creative thinking with the objectives model, in which education is broken down into measurable targets. Including more than what is measurable is important to encourage students to not only copy what they are told, but to become creative and able to find their own solutions in the future. The aesthetic dimension might support independent thinking and imagination, crucial qualities in a democracy and for developing a future that we cannot yet see. Aesthetics is here understood in a broad sense and not limited to certain subjects. A main concern in the article is how to include aesthetics in academic subjects. Every subject has elements of emotions, intuition and interpretation and might make use of symbolic forms. The aesthetical involves knowledge that is gained through the senses and that appeals to emotions. An aesthetic approach might contribute to interest and meaning, preconditions for learning that transforms the individual. It might open up unrealized knowledge and unexpected outcomes. Furthermore, the approach might contribute to a good life. The argumentation in the article will build on theory as well as on empirical research from upper secondary school.

Bridging the gaps in patient education through aesthetic-based education: A concept analysis study

“…Thirteen texts referred to the aesthetic-based intrapersonal competencies, meaning the potential aesthetic capabilities of teacher-learner before the educational process. These capabilities include imagination,[ 3 12 14 19 20 21 22 23 ] which means the mind ability to rearrange mental images or ideas; appreciation,[ 12 14 19 20 22 24 25 ] which is someone reacts to beauty, elegance and neatness, and taste[ 12 14 15 20 24 25 26 27 ] that is a person's liking for particular flavors.…”

“…Eight texts referred to the aesthetic environmental and human capacities of educational setting for the realization of aesthetic-based education. These capacities include the Stimulating environment[ 3 14 20 26 ] that is the setting arousing an aesthetic sense that refers to the physical, emotional, psychological, and social atmosphere of the place of education; artistic tools, such as tools used in drawing, painting,[ 12 15 20 28 ] and Art teacher participation, in which the main educator and the aesthetic consultant work collaboratively as a team. [ 5 20 ]…”

“…[ 7 8 9 10 ] Reviewing the literature published in the last 5 years, we found that many studies have addressed the concept of aesthetic-based education from various perspectives with different terms that reached its positive consequences; for example, it can improve mental and emotional development of the students, stimulate students’ learning desire, increase problem solving ability of students, and develop effective teaching performance. [ 11 12 13 14 15 ] Taking a look at the common aspects between some challenges raised in patient education and the results obtained from researching the consequences of “aesthetic-based education,” it comes to mind that the use of the aesthetic paradigm in the process of patient education can be considered a key to solve some problems mentioned in this field. This study has been conducted with the aim of investigating the conceptual dimensions of aesthetic education to adapt to the issues of patient education including patient satisfaction, pedagogical competences of health educators, patient centeredness, and empathetic relationship.…”

Chinese Teaching from the Aesthetic Perspective: Issues, Pathways, and Prospects

“…Every subject has elements of emotions, intuition and interpretation and might make use of symbolic forms. [11] It is crucial to update the methods of aesthetic education and enrich students' aesthetic experiences. Chinese teachers in the new era should possess a profound understanding of the close interconnection between the Chinese discipline and other fields of study.…”

Fordypning, frihet og fravær av stress Erfaringer med estetiske uttrykksformer i teoretiske fag på ungdomstrinnet

“…Imidlertid står estetiske uttrykksformer i andre fag i fare for å bli fortrengt av resultatmål, som er mer opplagte, lettere konkretiserbare og målbare, og utbyttet av undervisningen ser ut til å tillegges mer verdi enn prosessene elevene deltar i (Bamford, 2012;Brekke & Willbergh, 2017;Hohr, 2015;Prøitz & Nordin, 2019). Forskning fra klasseromspraksis kan tyde på at estetiske uttrykksformer i liten grad er ivaretatt i andre fag på ungdomstrinn og videregående trinn (Hodgson, Rønning & Tomlinson, 2012;Klette, 2003Klette, , 2020Kvam & Ulvik, 2019;Saebø, 2010;Ulvik, 2020). Estetiske uttrykksformer synes i tillegg å vaere lite systematisk integrert i grunnskolelaererutdanningene, og det etterlyses derfor mer forskning på betydningen av estetiske uttrykksformer både i laererutdanningene og i grunnopplaeringen (By et al, 2020).…”