Semantic Transfers of Values Concerning the Aesthetic Education through a Descriptive System of the Hexadic Model
TL;DR: In this paper, a conception of knowledge based on subjectivity that defines the concrete value of an aesthetic education is proposed. But the authors do not discuss the relationship between aesthetic education and educational practice.
Abstract: Aesthetic education is certainly an important premise in creating a mature personality. The concept of education reflects the commitment of the child in a continuous process of formation-development designed and built according to certain finalities and education can represent, simultaneously, a process and also a product. The organization of educational practice can be realized progressively, according to the synthesis of the elements that constitutes the meaning of educational principles, accompanied by a series of nuances of the system of values. The entire normative system can emphasize certain elements from the normative area that receive meanings from de system of spiritual values, claimed by a certain educational paradigm. The judgment and aesthetic value represent the potential explored of the process of interiorization of the subject's institutions. The purpose of this study is to promote a conception of knowledge, based on subjectivity that defines the concrete value of an aesthetic education. The justifying approach of educational values represents a necessity of the joy to accept and use groups of values such as: understanding, faith/doubt, criticism, evaluation etc.
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"Semantic Transfers of Values Concer..." refers background in this paper
...Sublimation attracts the establishment of a symbolic link between the need for beauty and other groups if ideas and complex actions, facilitated by the capacity to promote ideas and to understand analogies - capacity that implies thinking as a primary and secondary process (Reboul, 1992)....
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"Semantic Transfers of Values Concer..." refers background in this paper
...All of this can be seen also from a different perspective of the process of education through learning (Benne, 1990): learning conceived as an ability detained by a person of what it is known about a certain subject; learning as an expansion and clarification of meanings of the personal experience…...
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"Semantic Transfers of Values Concer..." refers background in this paper
...…community and with the society; he expands his responsibilities as a citizen; he accepts the changes in relations of parents or children; he prepares himself for retirement; he obtains satisfactions (at a material or spiritual level) in old age; he is prepared for death (Kidd, 1981; Careau, 2003)....
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...From this new perspective, the man is called to always learn, in other words, to be open to education, thus being able to make transfers, reorganizations or restructuring (Isac, 2001), with de following meanings: he becomes independent; he founds and maintains means of subsistence; he chooses a life partner, with whom he learns to coexist; he becomes a parent and fulfills the specific duties; he interacts with the community and with the society; he expands his responsibilities as a citizen; he accepts the changes in relations of parents or children; he prepares himself for retirement; he obtains satisfactions (at a material or spiritual level) in old age; he is prepared for death (Kidd, 1981; Careau, 2003)....
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