Zakład Teorii Wychowania Estetycznego na Uniwersytecie Warszawskim 1967–2007. Nadzieje – spełnienia – porażki

Abstract

The article presents the 50-year history of the Theory of Aesthetic Education Unit established in 1967 within the Chair of General Education at the Faculty of Education at the University of Warsaw. In those days, the issues studied at the Theory of Aesthetic Education Unit were innovative, connected with the quest for the restoration of education and the formation of the integral man. They also expressed the expectations and hopes that were widespread in Poland after 1956. Moreover, those issues correlated with the revelation of the idea of “education for the future”, consolidating the meaning of the “inspirational duty of education”. The Unit’s activities were reflected in research studies, doctoral dissertations and publications, as well as in the practical experiences, in terms of university and school education and cooperation with teachers and institutions involved in the diffusion of culture. The article shows how, in difficult and historically variable circumstances, an interdisciplinary theoretical structure was shaped, simultaneously with an integrated pedagogical process. This concept, inspired by the classical thought of Polish and foreign authors, reveals a wide range of educational opportunities for art in an interdisciplinary perspective, as well as in the form of distinct artistic disciplines. Art education is understood as education towards and through art; it is the foundation of the humanistic orientation of educating the integral man, enriching general education.

Musical Art in Theoretical and Methodological Projections: Present-Day Music and Neuroethics

“…Music lessons not only improve hearing, but also develop a person's creative potential. In Western pedagogy it is common to talk about the "Mozart effect", an effect that was experimentally confirmed in 1993 and expressed in the fact that listening to music increases the intellectual potential of the individual, especially develops spatial thinking (Wojnar, 1964). Some brain structures of musicians are more complex than those of non-musicians (Iqbal & Sidhu, 2017).…”

The Problem of Beauty as a Prism of Good and its Pedagogical Implications

“…Na łamach ówczesnego periodyku "Złoty Róg" pojawiały się w tamtym okresie artykuły, w których podkreślano znaczenie troski o estetykę otoczenia jako istotnego elementu kształtowania wrażliwości estetycznej i gustu estetycznego dziecka. Teoretyczne podejścia do wychowania estetycznego formułowane w Królestwie Polskim na początku XX stulecia rozwijali później w swoich refleksjach Stefan Szuman (1959;1961;1965;1975), Irena Wojnar (1976;1984;1985), a także Bogdan Suchodolski, który łączył realizację wyzwań wychowania estetycznego z urzeczywistnianiem idei antyelitarystycznego ujmowania i uspołecznienia kultury (1947) oraz z ideą edukacji traktowanej jako proces trwający nieprzerwanie przez całe życie człowieka (2004).…”

Creativity in education: managerial and psychological aspects

“…The notion of creative attitude was introduced as early as 1947 by Radlińska, who believed that it is a primarily active attitude, as "any creativity must break re sistances and barriers", which is moreover connected to responsibility and maturity. Wojnar (1976) sees the creative attitude as "an attitude opened towards the world, things, and people, and at the same time mobile: a movement of thoughts, feelings and imagination with the will and need of transforming activity". According to Dobrołowicz (1995), the necessary constituents of the creative attitude are imagination and creative thinking, capability of producing ideas, flexible character and origina lity as well as a positive emotional attitude to creation.…”