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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2023.6
- 수록면
- 315 - 328 (14page)
- DOI
- 10.17548/ksaf.2023.06.30.315
이용수
초록· 키워드
오류제보하기
Aesthetic education, a vital aspect of the educational system, fosters holistic and comprehensive development in students. Nevertheless, the current implementation of aesthetic education frequently takes on a form dominated by “intellectual education”, causing a shift from “aesthetic education” towards “education for beauty”. Furthermore, a trend towards homogenization between aesthetic education and specialized arts education is emerging.
These issues impede the advancement of aesthetic education and obstruct the realization of its primary objective: promoting students’ comprehensive development. To address these concerns, in this study, both the philosophical and scientific concepts of aesthetics was employed to interpret the structure and notion of aesthetic appreciation.
The research aimed to explore innovative methods for aesthetic education. Accordingly, the study attempted to incorporate contemporary neuroaesthetics perspectives and the Vienna Aesthetic Model, elucidating the origin of beauty as grounded in the “thing-self” logic. The research underscores the crucial role of memory in the aesthetic process, analyzing memory’s two characteristics-individual differences and self-relevance, based on relevant experimental results.
Building on this foundation, the study ultimately proposes two aesthetic education methods: the perception of beauty through memory dimensions and the creation of beauty through memory dimensions. Specifically, the research combines situational implementation with memory representation in educational practice, delving into aesthetic education methodologies from the underlying levels of consciousness and logic. This approach guides aesthetic education towards the true essence of beauty, offering theoretical references for the advancement of aesthetic education.
These issues impede the advancement of aesthetic education and obstruct the realization of its primary objective: promoting students’ comprehensive development. To address these concerns, in this study, both the philosophical and scientific concepts of aesthetics was employed to interpret the structure and notion of aesthetic appreciation.
The research aimed to explore innovative methods for aesthetic education. Accordingly, the study attempted to incorporate contemporary neuroaesthetics perspectives and the Vienna Aesthetic Model, elucidating the origin of beauty as grounded in the “thing-self” logic. The research underscores the crucial role of memory in the aesthetic process, analyzing memory’s two characteristics-individual differences and self-relevance, based on relevant experimental results.
Building on this foundation, the study ultimately proposes two aesthetic education methods: the perception of beauty through memory dimensions and the creation of beauty through memory dimensions. Specifically, the research combines situational implementation with memory representation in educational practice, delving into aesthetic education methodologies from the underlying levels of consciousness and logic. This approach guides aesthetic education towards the true essence of beauty, offering theoretical references for the advancement of aesthetic education.
목차
Abstract
Ⅰ. Introduction
Ⅱ. Aesthetic under the Philosophical Concepts
Ⅲ. Aesthetics under the Scientific Concepts
Ⅳ. Aesthetic Education Methods Grounded in Neuroaesthetics
V. Conclusion
Reference
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