3. The Fields of Arts the General Education System the Republic of Moldova

TLDR: In this article, the authors discuss the relationship between art and education in the general education system from the point of view of the importance of art in the educational process and the need for a coherent and responsible effort, inspired by the artistic education realized within the school.

Abstract: 1. IntroductionFrom ancient times till present, arts are included in education. The antic phrase "man developed armonis" is still not losing its topicality. "Art is the essence of the being", according to the French philosopher of Bessarabian origin, Stefan Lupascu [Apud: 15, p.18]. The modern reality confirms that by excluding art from a child's life, is like excluding education from his life. Educating the person is the common purpose of pedagogics and arts. In the human society, art operates under different aspects: (a) practical-utilitarian (accompanying different daily activities related to labour, holidays, cult, ritual); (b) general-aesthetic (embellishing life); (c) artistic (artistic creations and artistic performances as concerts, festivals, vernisages, plays, exhibitions, etc.) [6, p. 37].In C. Cucos's opinion [4, p.22], the new performances of the social, cultural and technological praxis activate new arguments for grounding the educational efforts through arts, on the following grounds: 1. Axiological, 2. Cultural, 3. Related to self-realization and self-affirmation of the person, 4. Sympathetic, sharing the experiences and mutual acceptance, 5. The grounds of the identity structure and formation, 6. The grounds of the positive use of the time, 7. The grounds of the projection and transparency of the individual and humanity, 8. The grounds of the creativity potential, 9. The grounds of modelling the existence according to the artistic exemplarity. These grounds represent arguments for the support of the need of a coherent and responsible effort, inspired by pedagogical foundation of the artistic education realized within the school.In I.Gagim's opinion, understanding the relationship "man - art" in the educational act depends on its functions [6, p.22-23]: gnoseological, axiological, hedonistic, suggestive, illuminist, communicative, heuristic, catharsis, esthetical, educative. All these functions could be summed up to four forms of attraction for art [10, p.6]: 1. In its largest meaning, art may be entertaining; 2. Art can attract by its power of reflect reality, natural world or that of the thoughts and actions of the humans; 3. Art provokes aesthetic attraction, through which the beauty is perceived from art and life; 4. Art offers a hierarchy of the psychological, moral and spiritual values.As N. Hartmann states [8], the world created through the work of art is a world existing through its value, but it exists for a living spirit, interfering twice: (1) in the modelling of the artistic matter and its impregnation with the spiritual content, (2) in the receipt and recognition of what the creating spirit incorporated in the work of art. From this perspective, the values of education through the intermediary of all fields of art, if selected carefully, can become future life values of student's personality. Artistic cognition, specific to all types of art, are realized by means of emotional sufferings-imagination-thinking-artistic creation, being oriented towards self-knowledge and towards the creation of the inner human universe [13, p. 10].How do arts configure in the general education system and which are the perspectives of their practical use in education? We will answer to these questions on the basis of the general education system from the Republic of Moldova. The word "field" comes from the French word domaine, the latin dominum. As regards arts, this term means a sector, a sphere of activity, area, unit, sphere. Therefore, the field of an art is not limited to a school subject or a certain type of art.2. The status of arts in the education systemAccording to the classic, traditional concept, the aesthetic education is often limited to the level of artistic education or the perception of artistic education supposes only one "pattern of aesthetic education, exemplary through its capacities of modelling sensitivity, rationality and human creativity" [13, p. …