미학적 앎의 양식에 근거한 미술적 지식의 교육적 함의 - Eisner의 미학적 인식론을 중심으로 -
Educational Implications of Artistic Knowledge based on Aesthetic Mode of Knowing - Focused on Eisner's Aesthetic Epistemology -
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The issue about art education and art curriculum should be interpreted the aesthetic value and certain epistemology. For these reasons, there is no question that Eisner's aesthetic epistemology should provide reasonable and practical base to art curriculum in that the nature of art primarily interacts with the knowledge of art. Eisner asserts that the modes of knowing or the process of knowing about human is aesthetic. Furthermore, he has taken up the same position on art education. On top of that, the aesthetic in education has two major contributions to make, neither of which is yet a purposeful part of our educational agenda. First, it tells us about the world in ways specific to its nature. Second, it provides the experiential rewards of taking the journey itself. Eisner's assertion is that our experience of the world is basically qualitative. In order to achieve a social dimension in human experience, a means is demanded to carry what is private forward into the public realm. This is achieved by employing forms of representation. Forms of representation are the devices that humans use to make public conceptions that are privately held. Education is the process of learning how to invent yourself according to Eisner's phrase. To summarize, significant discussions stated in this paper include as follows: discussing about aesthetic mode of knowing and artistic cognition, enhancing artistic knowledge and cognitive functions of the arts, suggesting art-based integration education, aesthetic experience based on aesthetic connoisseurship and aesthetic communication.
Abstract
The issue about art education and art curriculum should be interpreted the aesthetic value and certain epistemology. For these reasons, there is no question that Eisner's aesthetic epistemology should provide reasonable and practical base to art curriculum in that the nature of art primarily interacts with the knowledge of art. Eisner asserts that the modes of knowing or the process of knowing about human is aesthetic. Furthermore, he has taken up the same position on art education. On top of that, the aesthetic in education has two major contributions to make, neither of which is yet a purposeful part of our educational agenda. First, it tells us about the world in ways specific to its nature. Second, it provides the experiential rewards of taking the journey itself. Eisner's assertion is that our experience of the world is basically qualitative. In order to achieve a social dimension in human experience, a means is demanded to carry what is private forward into the public realm. This is achieved by employing forms of representation. Forms of representation are the devices that humans use to make public conceptions that are privately held. Education is the process of learning how to invent yourself according to Eisner's phrase. To summarize, significant discussions stated in this paper include as follows: discussing about aesthetic mode of knowing and artistic cognition, enhancing artistic knowledge and cognitive functions of the arts, suggesting art-based integration education, aesthetic experience based on aesthetic connoisseurship and aesthetic communication.
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