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    Wyświetlanie 1-4 z 4
    Tytuł:
    Od wychowania estetycznego do pedagogiki kultury
    Autorzy:
    Janusz, Gajda,
    Powiązania:
    https://bibliotekanauki.pl/articles/892643.pdf
    Data publikacji:
    2018-02-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    aesthetic education
    art
    pedagogy of culture
    Opis:
    This article shows the author’s development path. In the first part of the text: Significant inspirations. From early childhood to doctoral thesis, the author discusses the impact of the most significant people from his family background and intellectuals on the current level of his general theoretical knowledge and practice in aesthetic education, including the multiple experiences of working in agricultural schools as well as the ministerial pedagogical supervision. In the second part: Pedagogy of culture as an inspiration for educational theories and practice, the author shows the stages from 1995 to the revived pedagogy of culture, signalling its multiple effects, also in the field of aesthetic education.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 72-83
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zakład Teorii Wychowania Estetycznego na Uniwersytecie Warszawskim 1967–2007. Nadzieje – spełnienia – porażki
    Autorzy:
    Irena, Wojnar,
    Powiązania:
    https://bibliotekanauki.pl/articles/892522.pdf
    Data publikacji:
    2018-02-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    aesthetic education
    education through art
    integral man
    Opis:
    The article presents the 50-year history of the Theory of Aesthetic Education Unit established in 1967 within the Chair of General Education at the Faculty of Education at the University of Warsaw. In those days, the issues studied at the Theory of Aesthetic Education Unit were innovative, connected with the quest for the restoration of education and the formation of the integral man. They also expressed the expectations and hopes that were widespread in Poland after 1956. Moreover, those issues correlated with the revelation of the idea of “education for the future”, consolidating the meaning of the “inspirational duty of education”. The Unit’s activities were reflected in research studies, doctoral dissertations and publications, as well as in the practical experiences, in terms of university and school education and cooperation with teachers and institutions involved in the diffusion of culture. The article shows how, in difficult and historically variable circumstances, an interdisciplinary theoretical structure was shaped, simultaneously with an integrated pedagogical process. This concept, inspired by the classical thought of Polish and foreign authors, reveals a wide range of educational opportunities for art in an interdisciplinary perspective, as well as in the form of distinct artistic disciplines. Art education is understood as education towards and through art; it is the foundation of the humanistic orientation of educating the integral man, enriching general education.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 17-40
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Narodziny i rozwój polskiej teorii wychowania estetycznego
    Autorzy:
    Marta, Gogłuska-Jerzyna,
    Powiązania:
    https://bibliotekanauki.pl/articles/892569.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    aesthetic education
    education for art
    education through art
    visual arts education
    music education
    Opis:
    The polish conception of aesthetic education began in the 1960s. The grounds of this theory were formulated by Bogdan Suchodolski, who recognised it as an integral part of general education. According to this theory, aesthetic education encompasses two areas: education for art, i.e. education for aesthetic sensibility and aesthetic culture, and education through art, i.e. development of full personality, also in the intellectual, moral, social, educational, imaginative and creative areas. Essential for the Polish theory of aesthetic education are the proposals and conclusions presented by Irena Wojnar, particularly her recognition of education through art as a creating an “open mind” attitude. A distinctive feature of Irena Wojnar’s pedagogical reflection on art is its interdisciplinary nature, which takes into account not only the educational one, but also the aesthetic, psychological and social perspective on the educational values and functions of art. The conceptions of visual art and musical education developed within the “general” theory of aesthetic education have been used in designing the music and visual arts curricula. The contemporary Polish theory of aesthetic education joined the stream of new educational thinking, in the perspective of cultural pluralism and new ethical and social obligations to individuals and to the world. The so perceived aesthetic education, recognised by UNESCO as an important part of education for culture, including the so-called human culture, deserves both the attention and interest of theorists as well as innovative practical solutions.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(3 (237)); 21-33
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trwanie, zmienność i przemilczanie. Rozważania nad teorią wychowania estetycznego zainspirowane filozofią Bergsona
    Autorzy:
    Mirosława, Zalewska-Pawlak,
    Powiązania:
    https://bibliotekanauki.pl/articles/892121.pdf
    Data publikacji:
    2018-02-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    Bergson. theory of aesthetic education
    art and education in the 21st century
    Opis:
    The article contains reflections on up-to-date theoretical knowledge and the need for the development of aesthetic education. The argument was derived from the philosophy of Henri Bergson, accepting the description of the concept of duration, variability and their interdependence as categories. The concept of creativity is approached with its distinction into artistic and lifelong creativity, showing the evolution of their differentiation and unification. The author indicates important and currently unresolved problems of aesthetic education.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(4 (246)); 84-94
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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