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The article presents the problem of individualism in the historical and actualistic context and in the opposition to the idea of emphasizing the primacy of the group. The value of an unique personality lies within some categories such as: modern pedagogy identity, subjectivity, autonomy. The concept of moral development of a human by I. Kant, I. Janis’es group thinking syndrome theory or a peculiar decalogue of B. Russell are in the opposition to the efforts of promoting a superior value of life and work in teams. Social point of view will always have a reducing character expressing itself in the limitations of heteronomy.
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The starting point for the discussion is Herbert Read’s assertion that education should involve selecting the phenomena of the affecting world, which makes it possible to preserve the community, while allowing individual development of students. Is this position still applicable today, in the era of globalization? The author of the article takes into account two views on the contemporary nature of communities. The first, formulated by Wolfgang Welsch, implies that they should be considered in the transcultural perspective. Japanese culture serves as an example. On the one hand, it values tradition, while the other – it is opening to external elements. Welsch believes that these seemingly contradictory trends are reconciled not in relation to the place of origin, but to the reference and compatibility with what is considered to be one’s own. Accordingly, the attitude to external components is not based on understanding or explanation, but on personal experience and love. Instead of the idea of universalism emphasizing universal similarities (which found expression for example in Andre Malraux’s concept of musee imaginaire), individual experiences are offered that allow one to remain oneself and change at the same time – like water, which is remains the same, although it takes the shape of vessels into which it is poured (Ryūsuke Hashi). The other view examined in the article has been formulated by Zygmunt Bauman. In his opinion, in the case of a true community there is no need for negotiations and compromises, as we do not need to build it and fight for it. It is a “warm circle” (as defined by Goran Rosenberg) that allows a naive immersion in existence. Varieties of social ties found in the world of today (permeated by consumerism) are far from such a sense of community, the concept of which appears as an expression of desire or perceived lack. Given these characteristics of community, the author of the article asserts that the contemporary role of art and aesthetic education has changed. While formerly it was assumed that art serves an integrative purpose, connecting across boundaries, today it realizes differences and seeks possibilities of coexistence. Art is not an area of community, and often becomes an instrument for the establishment of varieties of relationships desired in the broad politics.
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Pedagogical thinking emphasizes the importance of a meeting of a man with another man. Awareness of global citizenship becomes very important in the context of the contemporary multicultural world. The article presents three art projects: Shibboleth by Doris Salcedo, Untitled (tul) by Piotr Grabowski and Guests by Krzysztof Wodiczko, which refer to the relationship with the Other. They are the basis for pedagogical reflection on the various ways to build interaction with the Other in the contemporary world.
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If we assumed treating the artwork as Thou, that closes with us in one, inseparable expression: I – Thou and not belonging to the world of objects – It, what might be peculiar as we do rarely perceive in that way even other human beings, then in the view of Martin Buber’s philosophy we establish a deep, mutual dialogue relationship between an artwork and a human. Meeting an artwork makes us live in the influence of Art that in unpredictable way teaches us about human virtues. The distance between a man and an artwork enables to reach humanity, but it is also extremely exhausting for us as dialogue participants. The dialogue that is exceptionally difficult and requires sacrifice is the one of an artist with Arts and it results in giving the society the highest cultural good – a work of art. It is preserved by various institutions of culture as the most precious achievement of an era and remarkable testament of the spiritual power of a community, but it is being created in opposition to this community as a result of the very individual perspective – the solitary act of creation. There is a question whether the artwork helps establishing a dialogue with another human being and in what ways it might lead to the world of experience of other people.
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The presentation of the artwork of outstanding artistic personalities associated with the tradition of Polish Podhale to prove the thesis that indigenous traditions and customs can catalyse creation, not only popularising it through the use of common forms and meanings but individualizing the creation, which makes the artwork and the creative process unique. An attempt to compare the creative achievements in order to show that similar sources of inspiration bring artists to a different visual expression and do not restrict their personal preferences. The summary of the article will be the presentation of conclusions drawn from exercises during which students, inspired by the same Polish legend, carried out a visual interpretation of the story they had read in the spirit of the traditional graphic craftsmanship. The article will be illustrated by an exhibition of graphic works made by students of Education by Art.
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The presented considerations revolve around the basic educational attributes assigned to art, analyzed as an area of aesthetic messages, created by man and society. The first attribute is communality, which in evolutionary aesthetics lies at the very origin of art. It originates from the original meaning by giving exceptional meaning to protective events such as rituals and ceremonies. Contemporarily community is the basis for self-presentation, which strengthens the subjectivity of the individual. Individualism is combined with personal acceptance properties that is aesthetic, expressing itself in sensing and processing the environment in itself in the right way. Today, it is expressed in the self-expression and stylization of self and life. In current strategic documentation concerning artistic/aesthetic education, communality and individuality are priority values.
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Theoretical character and also relating to the educational practice in the education by the art have an article, of plastic education. The author is paying attention on to the problem of the education of the child in the environment which is diversified under the natural, public and cultural reason. With aim of bringing up and educating the child, of pupil getting to know the system of tonque, signs, symbols of one’s cultural environment, as well as other cultures by them is. A problem of an aesthetic experience is being associated with this issue of assessing. In the course of the education a dialoque between the teacher and the pupil and between pupils is taking place in the process getting to know and understanding signs of the culture or various cultures. The art is creating conditions and possibilities of such a contact with different symbols, signs, cultural contents. They are permeating into force and cultural environment of pupils, teachers. They are shaping their individual and collective identity and understanding the identity “other”. The author determines proposals of such implementations generally of meetings with the art in the course of the education of the child, of pupil.
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The author pays attention to identification of the opportunities to use of multicultural education strategy in the space of the museum. The conditions of practical implementation of modern models and approaches to teaching in museum as a basis for effective communications with children and youth are analyzed. The article is focusing on the integrative nature of multicultural and art education, as well as on the techniques (methods) of representation of multicultural and art discourse: including narration, theatricality, visualization and virtualization.
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Author of the article draws attention to the need for developing intercultural competence and skills for people of all ages, and especially preschoolers, primary school pupils and secondary school. Analyzed the main forms and teaching methods for intercultural learning used in various types of museums in Ukraine and Poland (museum workshops, quiz, simulation game „Derdianie”).
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The aim of the article is to present the multiplicity of ways to distinguish the coexistence of two cultures, with particular emphasis on music education as a field of such coexistence.
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The phenomenon of loneliness of a teacher, which is characteristic for the culture of individualism, determines stress that is growing in this professional group and is currently perceived as a social problem. The article deals with the issues of individualism and social reasons for stress in a teacher’s job, and it is supplemented by statements made by representatives of this professional group and gathered within the author’s research. Analysis of the empirical data is based upon the idea by Andrzej Janowski, who has defined the specificity of a teacher’s job by means of five characteristics. They include: immersion (involvement), isolation, constant necessity to be ready to react immediately, authority over students, and autonomy. In description of the study results, there have been distinguished teachers of music, whose assessments were observed to display the highest divergence of opinions regarding qualifying this group of teachers as the least or the most endangered with stress at school.
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The author presents contemporary music in terms of individualism and community, which are crucial for shaping contemporary societies. Controlled aleatorism – compositional technique created by Witold Lutosławski – gives the significance of a soloists to musicians playing in an orchestra. Feeling of community among listeners might be achieved by stimulating their activity and interaction with music (they can choose the way of presenting a piece), changing the place of a concert (a museum or a street instead of a concert hall), or using music as a part of an art installation. Contemporary music in education might be a bridge to explore more traditional music styles. It can also broaden access to culture, because abilities to understand it are similar among highly educated and poorly educated music lovers.
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The article is devoted to the issue of experiencing studying at Łodź Film School. The article is divided into two parts. The first one is of theoretical / introductory character and presents the subject of “geography of thinking” of the inhabitants of East and West, whereas the second one is a review from qualitative research carried out among the graduates and current students originating from East Asia.
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Nowadays, youth being at the stage of development changes, seeks their identity differently than previous generations. It regards individualism as important part of its personality and identifies it with independence and freedom of choice. On the other hand personal identity determines social identity. Division of „me” – „us” defines contemporary society, which complements a person. Contemporary culture is characterized by continual changes. Youth manifests its identity through frequent image changes, stylizations. Fashion fulfills young generation’s need to stand out as well as the need of social approval. More frequently this phenomenon becomes a subject of research, including pedagogical.
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An article concern the issues, of cultural heritage transmission, in cultural diverse social environment, on an example of the town Zelow. The specific historical value of the town is, created during almost 200 years on an atmosphere of mutual acceptance, cultural and religious tolerance and transfer through generations of citizens: Czech, Polish, Jews and German. This social value is connected with the history of Polish tolerance, thanks to which, during different of religious persecute in Europe, the representative of different nations can find asylum, acceptance and safe place to live. In the case of Zelow it was Czech immigrants. From my research in opinion of high school students and also adult citizens, the most important aspect of past heritage of Zelow town, is climate of tolerance culture, understanding and agreement to build the common good, also thanks to artistic activity of the community. The values which enrich the community, brought by Czech minority are: the care about the education of younger generation, an ethos of hard work and particular identification with the religious ethics and artistic culture.
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