جستجوی مقالات مرتبط با کلیدواژه « تربیت زیبایی شناختی » در نشریات گروه « علوم تربیتی »

According to the views of education experts, aesthetic experience and understanding of art is a vital part of a flourishing life. The main purpose of this research is to investigate the role of aesthetic experience in children's education. To achieve this goal, the first step is to defend the necessity of aesthetic education for children based on the analysis of existing philosophical justifications. For this purpose, the descriptive-analytical research method has been used. Several philosophical justifications have been proposed for the necessity of aesthetic education, whose critical evaluation shows that the only answer is based on aesthetic experience, which makes it possible to defend art based on its distinctive value. Therefore, aesthetic education for children can be taken as justifiable and necessary independent of art's contribution to expression and its role in moral promotion. This is because the aesthetic experience and understanding of art is a vital component in flourishing life, and being exposed to the aesthetic experience opens up ways for human growth that no other type of experience can do. The findings of this research indicate that even if art education does not lead to innovation and improved skills that can be measured with quantitative methods, it should have an important place in schools and curricula. A curriculum without aesthetic training and proper appreciation for the arts ignores our goal of raising flourishing human beings worthy of meaningful aesthetic experiences. Also, aesthetic education should not be limited to people and subject-matters, but should cover the entire curriculum.

To explore the understanding of Yasuji’s elementary school teachers of arts and esthetics training, which is one of the six main areas of training within the I.R.’s Fundamental Reform Document of Education (FRDE), a sample of 21 such teachers were gradually selected and interviewed to the point of data saturation within a semi-structured framework. The responses were then deductively content analyzed. Findings show that the pivotal subsections of the objectives section in arts and aesthetics training include the following: 1. blossoming of arts and aesthetics, 2. art training is not aimed at producing professional artists, 3. identification of students’ aptitudes and their all-around development. As for the general orientation of the area, the main subsections include: 1. art as an objective, and 2. art as an instrument. In the foundations section of the area the following principles were identified: 1. arts training affects learning in general, 2. arts, and aesthetics training helps with the discovery of children’s potentials and the development of their creativity, and 3. decoding and creation of meaning. Within the Iranian educational system, according to the interviewed teachers, arts and aesthetics training in elementary schools has not been paid the attention it deserves.

This study aimed to investigate the effectiveness of aesthetic-cognitive training on critical thinking and creative teaching of Farhangian University students and teachers in the academic year 2020-2021. The research method was quasi-experimental in a pre-test and post-test design and was performed as a case study on 60 students of educational sciences of Qom Farhangian University who were randomly selected in clusters. A 90-minute session was taught based on the constructivist approach (E5). Measurement tools included two standard questionnaires, California Critical Thinking (1994) and Chaoyang Creative Teaching (2005). The reliability of the California Critical Thinking Questionnaire in this study was 0.91 and the reliability of the Chaoyang Creative Teaching Questionnaire was 0.89. Multivariate analysis of covariance and SPSS software version 25 was used for data analysis. The results showed that the educational package of aesthetic education has been significantly (with 99% confidence) effective in improving the critical thinking and creative teaching of students and teachers. Therefore, based on the results of the present study, aesthetic education can be considered as an appropriate and effective strategy to improve critical thinking and creative teaching of students and teachers of Farhangian University.

The current study is aimed at examining the epistemological foundations of Transcendent Theosophy in order to extract its implications for aesthetic education as an effective educational method in cultural and art domains. The prevailing hypothesis of this analysis is based on the fact that aesthetic education plays an effective role in promoting the cognitive domain and improving teaching-learning process through applying cognitive functions of art. Such capacity can be proven based on Mulla Sadra's epistemological foundations. This qualitative research utilized a descriptive and analytical method. The statistical population of the study comprised primary and secondary sources related to the subject of the research, which were first identified and then studied purposefully and thoroughly and finally were continually analyzed. The findings of the research indicated that based on the epistemological foundations of Transcendent Theosophy including the relationship between agent and object of knowledge in the creation and formation of knowledge, variety in the means of gaining cognition and unity in multiplicity, there are various opportunities for cognition such as education and acquiring knowledge in the context of beauty and art. The development of aesthetic education as an efficient method will lead to the provision of intrinsic motivation and design of the conceptual experience (creating diverse learning situations), aesthetic literacy and the skill of analyzing meaning, the development of critical thinking, and the perfection of rational dimension.

The aim of this study was to analyze Maxine Greene's (1981-1917) views in three areas of significant experience, imagination and aesthetic education. It was a descriptive study with a qualitative approach. After reviewing the available sources, Greene’s seminal views about developments in the field of curriculum and aesthetic education were collected and then analyzed . The results showed that Green's idea of releasing imagination has brought about a new approach to aesthetic education. In this approach, she emphasizes that imagination which was often neglected in the mainstream educational system, should be employed in the learning process as a means to transfer perceptions, a lived experience and an opportunity for creativity. Her idea is based on giving freedom to the students in the imagination of possible opportunities, making a curriculum meaningful based on individual experiences and accessing new areas. These aesthetic experiences will result in a comprehensive awareness to see the phenomena from a different perspective. Greene advocates a phenomenological approach to aesthetic experience because it is an interpretation based on a particular territory of the world .Therefore, aesthetic education is a specific educational function which results in the learners’ aesthetic literacy that is a comprehensive ability to understand, interpret, and judge.

The Main purpose of this study is the explanation of beauty nature and inducing about implications of aesthetic education in terms of Kant's and Allameh Jafari. Reaching for this purpose we use the content analysis and logical deduction among the research methods. On the basis of the research findings, Kant's definition of beauty as»universal consent, the essential and without of concept, interest, and purpose «of the proponents of the theory is oriented subjectivism. Allameh Jafari's definition of beauty as» good and clean phenomena covered on the perfection that depend on the polarized internal nature (subject) and external nature (object) is«a theory in relation to a number of fans have been made. According to the Kantian notion of the beautiful, aesthetic education of secular education, seeking aesthetic attitudes, no cognitive function and form is concerned. According to Allameh Jafari perceptions of beauty, aesthetic education of religious, seeking perfection, cognitive function, and focus on having a reasonable life. Aesthetic education of each of the approaches that have been subjected to criticism such as the addressee and the originality of the attributes that form the core of Kants. Jafari's view as well of normative nature, personal and non-teaching, and hence it is difficult to realize.