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التربية الجمالية: قراءة في فلسفة "أفلاطون – شيللر – هربرت ريد"

العنوان بلغة أخرى: Aesthetic Education: Reading in the Philosophy of "Plato, Schiller, and Herbert Read"
المصدر: مجلة لارك للفلسفة واللسانيات والعلوم الاجتماعية
الناشر: جامعة واسط - كلية الآداب
المؤلف الرئيسي: حبيب، حبيب ظاهر (مؤلف)
المجلد/العدد: ع32
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2019
الصفحات: 753 - 764
DOI: 10.31185/lark.Vol1.Iss32.1237
ISSN: 1999-5601
رقم MD: 1188638
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: AraBase, HumanIndex
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المستخلص: The present era-the second decade of twenty-first century- is full of variables, variations and developments in the field of information science and technologies more than any other field. Then the aesthetic of human structure that is manifested in art and nature. therefore, the response to the reading of aesthetic education appeared in accordance with three philosophers (Plato, Schiller, and Herbert Read) who represent three different periods of time and belong to different cultures. Therefore, the research aims to identify the most important data presented by these philosophers in the field of this study are: 1- Plato considers the value of aesthetic as equal to the value of the sacred, and emphasizes the importance of education by art – in particular- during the early stage of man life, and he find music a key factor in the refinement of children and providing them with good manners. 2- Schiller believes that aesthetic education contributes to mental enlightenment, which influences the building of the personality and regards it as motive for life. He believes that the mission of aesthetic is to work to restore harmony and balance for man. 3- Herbert Read emphasizes the role of the teacher and school in aesthetic education and he believes that the intended goal of contributing art in education is to match with the goal of education itself, and to work to grow in an integrated manner of experience that the child has. The method of aesthetic education is a way of logical harmony, physical balance, and social integration. The most important conclusions of the research are: 1- Any educationalesthetic study should emerge from the general educational philosophy of a society, or at least conform – in some way – with prevailing education guideline, and then rises the aesthetics. 2- The tendency of negotiator of the aesthetic education (whether heshe is a sender – a teacher – or a receiver – educated) must be towards the aesthetics of the work of art more than tendency towards the aesthetics of nature, and also its priority must be toward the study of artistic aesthetics not natural beauty.

ISSN: 1999-5601

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