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فلسفة التربيـــة الجمالية في ضوء الجمالية الالمانية المعاصرة == Philosophy of Aesthetics Education According To The Contemporary German Aesthetics
Author name:
علي عبد الكريم رضا
Supervisor name:
عقيل مهدي يوسف | ماجد نافع الكناني
General topic:
Fine Arts
Specific topic:
Art Education
Degree:
Master
University:
University of Baghdad
Language:
Arabic
University location:
Baghdad
First pages:
18T755 - p.pdf
Abstract:
يهدف البحث الحالي الى بناء اطر عامة لوضع فلسفة للتربية الجمالية، كان الدافع لها بحث العلاقة التي تجمع بين الجمال والتربية بتعالقاتها، وتواشجاتها المتعددة والعامة؛ وما يعنينا هنا هو ما يخص قسم التربية الفنية تحديدا بوصفه القسم الذي يعد مدرسين للتربية الفن | The research aims to build general frameworks to form a philosophy to aesthetic education , the motive beyond this , searching the relation that combines aesthetics and education with all its various characteristics. What concerns us here is definitely what relates to the aesthetic education department , since it is the department which prepares artistic education teachers who are responsible for their future role concerning the aesthetic education. For all that , the research problem appears to show the negative side of students of artistic education department and their lack to react with post contemporary production in both sides , the artistic and the philosophical ones. This forms a gap which should be faced and tackled by reinforcing the student's philosophical and aesthetic fields ,also, to introduce opinions of post contemporary in its intellectual field. That is beside reinforcing and enriching this field by showing its application in the artistic production , and the way of tasting the aesthetic appearance , and finally criticize and give decision. This happens to form a part of artistic education department performance integrative in the light of knowledge development and present time requirements to achieve a high level of specialization. Therefore the research gives additional knowledge that mix the specializations which compose it , which are also the philosophical educational and aesthetic opinions of the investigated institutions through which the research importance appears as well as what the research introduces of intellectual and aesthetic principles for each philosophy of the four investigated philosophies. Testing the four philosophies was intentional for its implication to intellectual and critical principles , that reinforce post contemporary production readings. The debate with the specialized in the scientific committee - which confirmed the research - has a significant role , that these philosophies are put of the Contemporary German aesthetics which represents the twentieth century philosophy in its speculative stream.The Four Research Aimsa - Limiting the aesthetic education philosophy intellectually ,objectively and functionally.b - Knowing the mechanics of Contemporary German aesthetic thoughtc - Investigating principles and laws that establish to the aesthetic education philosophy according to the philosophy in question , with its intellectual organization and harmony that can be reliable considering as a base for the aesthetic education.d. Suggesting a curriculum for the required aesthetic education.The current research was surrounded with a philosophical framework , limited by the Contemporary aesthetic ( the Neo - Kantianism, phenomenalism , Frankfourt School , Acquisition Theory )This framework extends and penetrates with the artistic education philosophy in a selective manner , lacking in consideration requirements of preparing artistic education teacher , in his turn , Iraqi privacy , time requirements and the academic need to achieve the aesthetic educational philosophy. That what the first chapter included in addition to specifying the important terms that the research title implied : philosophy , education , aesthetic educational philosophy ,and modern German philosophy. The second chapter included four chapters. The first three included the philosophy , education , and aesthetics according to essential nature ,structure and the general directions. the last section included the aesthetic educational philosophy according to the historical roots , meaning , teacher and learner , aims , curriculum , teaching methods and functions of the aesthetic educational philosophy.The third chapter dealt with the Modern German aesthetics. It included four sections containing : Neo - Kantianism, phenomenalism , Frankfourt School , and Acquisition Theory according to structure and aesthetic essence. The researches concluded evidences of the Contemporary German aesthetics. The fourth chapter contained the research procedures which included the research society ,sample , research design , construction of analysis tools and analysing procedures for the artistic samples of post modernity art streams that the researcher chose consisting of fourteen paintings with various styles of Iraqi and Western artists , one painting or more for each direction. The researcher depended on the analytical approach to ensure applying third chapter indicators. He depended on the measuring tools to analyze research sample after checking tool reliability through a group of specialized experts in the fields of criticism forming artistic education. The fifth chapter contained the research results that achieved the first and the second aims of the current research , then , through the achieved aims and indicators of the third chapter as well as the fourth chapter's results. The researcher presented his conclusions that express a vision for the perfect aesthetic educational philosophy in the light of the German Aesthetic for the four philosophies in question. He showed the intermingled points among the intellectual institutions, which form the similar and meeting points or even the overlapped ones. This participates actively in discovering the hidden meaning beyond symbols of post Contemporarity art. At last the researcher suggested some recommendations and suggestions to develop the current research.
