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    Wyświetlanie 1-4 z 4
    Tytuł:
    Praktyki designu a doświadczenie estetyczne
    Design Practices and Aesthetic Experience
    Autorzy:
    Głutkowska-Polniak, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/2159839.pdf
    Data publikacji:
    2020-12-13
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    design
    doświadczenie estetyczne
    estetyzacja
    środowisko
    aesthetic experience
    aesthetization
    environment
    Opis:
    The study of design practices in aesthetic terms (aesthetization and aesthetic experience) may appear, seemingly, trivial and irrelevant. However, the human environment today is in such a fundamental transition that failure to take account of this aspect is unfounded. The aim of design is primarily to produce artefacts, to transform them into a natural environment, but also, perhaps even above all, to maintain a balanced relationship between the ecosphere and the “artificial” human world, created and orchestrated for him. It is not just about designing an object, a system, an interaction or relationship that guarantees simplicity and efficiency, that is, a defined utility, but a deeper reflection on how a particular person experiences it and what the consequences this experience brings. Therefore, the purpose of design in this article will be expanded to include an aesthetic aspect, because isolation from the aesthetic criterion (regardless of how we understand it) in contemporary design practices seems to be difficult to maintain.
    Źródło:
    Ars inter Culturas; 2020, 9; 373-385
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SOME GUIDELINES ON THE PRECONDITIONS AND PREPARATION OF TEACHERS OF AESTHETIC EDUCATION
    Autorzy:
    Kopčáková, Slávka
    Powiązania:
    https://bibliotekanauki.pl/articles/566586.pdf
    Data publikacji:
    2013
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    Aesthetic Education
    Education through Art
    Art and Culture
    motivation
    preconditions and competencies
    Opis:
    Changes in the 21st century place new demands on teachers of Aesthetic Education. The question of preparation of primary and secondary school teachers’ is a sensitive one, especially from the point of view of selection and predisposition of applicants for this type of university education. This article summarises the findings of a three-year research into the preconditions, motivation and preparation of future teachers of Aesthetic Education.
    Źródło:
    Ars inter Culturas; 2013, 2; 147-153
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UMNICTWO PIĘKNE. AKSJOLOGICZNE INSPIRACJE W POLSKIM NURCIE ESTETYZMU PEDAGOGICZNEGO W XIX I POCZĄTKACH XX WIEKU
    AXIOLOGICAL INSPIRATIONS IN THE POLISH MAINSTREAM OF PEDAGOGICAL AESTHETICISM IN THE NINETEENTH AND EARLY TWENTIETH CENTURIES
    Autorzy:
    Przerembska, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/566514.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    historia wychowania estetycznego teoria wychowania estetycznego pedagogika polska XIX i początku XX wieku
    Trentowski Bronisław
    Libelt Karol
    Struve Henryk
    history of aesthetic education
    theory of aesthetic education
    Polish peda-gogics in the 19th and early 20th century
    Opis:
    The direction of the development of the European educational thought in the nine-teenth century was largely influenced by the philosophy that created the basis of modern pedagogical theories. This is also visible in the works of Polish scientists (among others B. Trentowski, K. Libelt and H. Struve) who proposed new aesthetic and pedagogical concepts, and discussed the social and educational values of art. Bronisław Trentowski (1808-1869) created an original pedagogical system based on the integration of tradition, culture, personality development and the formation of na-tional consciousness. He treated art in terms of a socio-moral mission. In his opin-ion, beauty is the unveiling of truth for the senses, and the educational power of beauty should be perceived according to this approach. In his speculative theory of aesthetic education he argued that the development of this kind of feeling in students was an im-portant duty of educators. Karol Libelt (1807-1875) who proclaimed the national charac-ter and social function of art in which beauty was an autonomous goal had a significant impact on the aesthetics of Polish romanticism. His systematization of art introduced cri-teria associated with the ideals of beauty, truth and good. He also pointed to the close relationship between aesthetic education and intellectual education. Henryk Struve’s (1840-1912) aesthetic views were a polemic against the Polish aesthetics of positivism and the aesthetics of naturalism. He argued that art closely reflected the phi-losophical concept of ideorealism. In addition to exposed socio-educational aspects of the impact of art, the strongly emphasized theme of ethics as well as the universal and humanistic values of art can be seen in his writings.
    Źródło:
    Ars inter Culturas; 2016, 5; 13-34
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WAS HEIßT, MUSIK ZU VERSTEHEN? THEORETISCHE EINSICHTEN UND PRAKTISCHE EMPFEHLUNGEN EINER LEBENSWELTORIENTIERTEN ÄSTHETISCHEN HERMENEUTIK
    WHAT IS THE MEANING OF MUSIC? THEORETICAL INSIGHTS AND PRACTICAL RECOMMENDATIONS WORLD BASED ON AESTHETIC HERMENEUTICS
    Autorzy:
    Heinrich Ehrenforth, Karl
    Powiązania:
    https://bibliotekanauki.pl/articles/566552.pdf
    Data publikacji:
    2014
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    musikalische Hermeneutik didaktische Interpretation Musikverstehen
    lebensweltorientierte
    ästhetische Hermeneutik musikalische Bildung
    musical hermeneutics
    didactic interpretation
    music understanding
    life-world oriented
    aesthetic hermeneutics
    music education
    Opis:
    The author argues that music should not be mediated as a scientifically reduced object to amateurs and students, but as a message for the listener. Music is not a kind of strange “thing”, but a “virtually-you”, and looks for a dialogue with everybody who listens to it. Music claims: “I mean you! I’m talking about you! I want to talk to you”! Not only is music sound and structure, but a life lived as a reflection of sounds. It is the shape in which the dialogue with music finds its sustenance. The author examines one of the time-honored musical forms – the rondo – to demonstrate his view. From a historical perspective, the rondo is a round-song, which plays an important role in our daily lives. With its typical contrast between what is already known (chorus) and new elements (couplet), the rondo reflects our different experiences of time: time as a line (time of day) and time as a circle (circle of celebration). This article offers an insight into the the
    Źródło:
    Ars inter Culturas; 2014, 3; 43-51
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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