Αποτελέσματα Αναζήτησης
16 Σεπ 2020 · First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions.
- The Importance of Aesthetics in Educational Spaces and ... - Springer
Aesthetics plays an important role in educational spaces....
- Educating the Senses: Explorations in Aesthetics, Embodiment and ...
The first concerns a reformulation of aesthetics in...
- The Importance of Aesthetics in Educational Spaces and ... - Springer
2 Ιαν 2023 · Aesthetics plays an important role in educational spaces. From inside classrooms to outdoor settings, aesthetics, or the ways in which we present information and materials in these spaces, can highly influence the learning that occurs (Sutherland & Ladkin, 2013).
23 Απρ 2021 · The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning.
17 Ιουν 2022 · In this paper, I will offer a defence of compulsory aesthetic education across the curriculum on the basis of the aesthetic experiences the arts afford and the central role such experiences play in the flourishing life.
2 Ιουν 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice.
11 Ιουλ 2018 · In contrast, I will offer the first step toward a phenomenological approach to education in a pragmaticistic sense; where aesthetic education works as a firstness, ethical education as a secondness and logical education as a thirdness, according to Peirce's theory of the three normative sciences.
For educators, the importance of aesthetic experiences becomes apparent as we recognise that thinking is essential to educative settings (Dewey, 1985, p. 170) and thinking is more of an art than a science.
