Aesthetic education

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The term aesthetic education has a cultural-philosophical background in Friedrich Schiller's work “ On the Aesthetic Education of Man ” (1795). The term “aesthetic education” denotes an approach in educational sciences and social work with aesthetic media, in which sensory experiences are the starting point for education and human development. This does not only mean experiences that can be made in artistic works: In the sense of the origin of the word aesthetics from the Greek (Greek aísthesis: sensual perception), aesthetic education aims at the development of reflexive perception and sensibility in all areas of life. Aesthetic education does not understand education primarily as the acquisition of knowledge, in which thinking takes precedence over perception, but rather as the result of sensual experiences that can themselves be a source of knowledge and insight.

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The idea of ​​the aesthetic education of man goes back to Friedrich Schiller , who introduced it in 1795 in his work “ On the aesthetic education of man ”. He was of the opinion that man realizes himself in aesthetic and playful action. He says: "[...] people only play where they are in the full meaning of the word human, and they are only fully human where they play [...]".

In the 20th century, this idea found a realization in reform pedagogy and finally the Bauhaus in concepts for cultural promotion and education of people. With regard to a new pedagogy, John Dewey was one of the first to show that learning is an active process and that thinking is a method of educational experience. The interactive use of aesthetic media opens up new opportunities to perceive the world and to relate to it. In Montessori schools and Waldorf schools , such knowledge has formed the basis of pedagogy for decades. Aesthetic education stands in opposition to an educational offer geared towards the pure transfer of knowledge.

Aesthetic education is based on the conviction that people develop in creative interaction with the environment. In doing so, it can rely on theories in psychology and developmental psychology. Educational offers for musical and aesthetic early education have their basis here.

Carillon

The Orff-Schulwerk , which is based on the conviction, is dedicated to early musical education

"That making music and dancing are elementary forms of expression for the whole person, all of their physical, emotional and spiritual powers, that language, dance and music are not yet a differentiated field of activity for the child, that playing on instruments comes from the beginning of singing and that reproducing music that has been heard or notated or dancing traditional forms also includes discovering and creating oneself. "

In addition to promoting the development of children, aesthetic work also opens up opportunities for social integration for people with a cognitive disability or in socially disadvantaged areas .

Concepts of aesthetic education are related to pedagogical and cultural anthropological concepts of artistic therapy and art therapy .

In addition, aesthetic education is also an essential pillar for the legitimacy debate on physical education.

Aesthetic education in practice

Balancing disc in the field of experience of the senses
Humming stone in the field of experience of the senses

There are numerous possibilities of aesthetic design in educational practice: visual design , music making , plastic design , works , theater , games in the sense of playing arts or working with new media . In addition to educational institutions such. B. Waldorf or Montessori education, there are various public initiatives and projects with corresponding offers:

  • An example of aesthetic education is the field of experience designed by Hugo Kükelhaus (1900–1984) for the development of the senses , which is now available at various locations in Germany such as B. in Wiesbaden (Freudenberg Castle) and Hanover (Park of the Senses, Laatzen) and offers the opportunity for comprehensive, sensual-aesthetic experiences.
  • The “ Yehudi Menuhin Foundation Germany” supports programs and projects in social and intercultural learning fields with the aim of promoting children, young people and adults in their personality, creativity and social competence through aesthetic education . It is particularly involved in parts of the city where more and more children with a migration background live. As part of the Europe-wide MUS-E project of the Yehudi Menuhin Foundation, in 2008 almost 12,000 children at 103 schools in North Rhine-Westphalia learn the “language of art” every week with the help of 160 artists.

Web links

See also

literature

  • Dorothee Barth (Ed.): Music. Art. Theatre. Didactic positions in aesthetic and cultural education in schools. epOs-Music , Osnabrück 2016, ISBN 978-3-940255-64-8 .
  • Jörg Bietz, R. Laging, M. Roscher (Hrsg.): The theoretical foundations of movement and sports pedagogy. Schneider Verlag Hohengehren, Baltmannsweiler 2005, ISBN 978-3-89676-894-0 .
  • John Dewey : Art as Experience. (stw 703) Suhrkamp, ​​Frankfurt 1987, ISBN 3-518-57716-6 (new edition 2018: ISBN 978-3-518-28303-5 ).
  • Elk Franke, Eva Bannmüller (Hrsg.): Aesthetic education. Yearbook Movement and Sports Pedagogy in Theory and Research, Volume 2. Published by the Sports Pedagogy Commission of the German Society for Educational Science (DGFE) . Afra, Butzbach-Griedel 2003, ISBN 3-932079-85-X .
  • Bernward Hoffmann among others: Design pedagogy in social work. Schöningh: Paderborn 2004, ISBN 3-506-71706-5 (= UTB, ISBN 3-8252-2499-6 ).
  • Hugo Kükelhaus: Developing the senses. A field of experience for movement and reflection. Verlag Schloss Freudenberg, Wiesbaden 2008, ISBN 978-3-00-024810-8 .
  • Norbert Kühne , Peter Hoffmann : Understanding reality and reinventing it - promoting aesthetic awareness and design. In: Praxisbuch Sozialpädagogik. Volume 3, Bildungsverlag EINS, Cologne 2007, ISBN 978-3-427-75411-4 .
  • Iris Laner: Aesthetic Education. For the introduction. Junius Verlag, Hamburg 2018, ISBN 978-3-96060-300-9 .
  • Rudolf zur Lippe : Sensory Consciousness - Foundation of an Anthropological Aesthetic. Rowohlt, Hamburg 1987, ISBN 3-499-55423-2 .
  • Willy Potthoff: Introduction to Reform Education. From classic to current reform pedagogy. Verlag Jörg Potthoff, Freiburg 2000.
  • Hans-Georg Scherer, Jörg Bietz (Hrsg.): Culture - Sport - Education. Concepts in motion. Czwalina, Hamburg 2000, ISBN 3-88020-378-4 .
  • Friedrich Schiller : About the aesthetic education of man - in a series of letters. 1795. (Reprint: Reclam, Stuttgart 1965)
  • Gert Selle : Use of the senses. An art educational practice. Rowohlt, Reinbek near Hamburg 1988, ISBN 3-499-55467-4 .

swell

  1. ↑ John Dewey: Democracy and Education. An introduction to philosophical pedagogy. Beltz, Weinheim / Basel 1993.
  2. ^ Wilhelm H. Peterßen: Textbook General Didactics. Oldenbourg Schulbuchverlag, Munich 2001.
  3. ^ Fritz Bohnsack, Ernst-Michael Kranich: Educational science and Waldorf education. Beltz, Weinheim / Basel 1990.
  4. ↑ Donald W. Winnicott: From Play to Creativity. Klett-Cotta, Stuttgart 1987.
  5. ^ Jean Piaget: Psychology of Intelligence. Klett-Cotta, Stuttgart 1980.
  6. ^ Carl Orff, Gunild Keetmann: Music for children. Volumes 1-5. Schott Musik International, Mainz 1950–54.
  7. ↑ see http://www.orff.de/
  8. ↑ See Franke / Bannmüller 2003.
  9. ↑ Norbert Kühne , Peter Hoffmann : Understanding reality and reinventing it - promoting aesthetic awareness and design. In: Praxisbuch Sozialpädagogik. Volume 3, Bildungsverlag EINS, Cologne 2007, ISBN 978-3-427-75411-4 .
  10. ^ Wiebke Harder, Norbert Kühne : Dance and dance projects with children. In: K. Zimmermann-Kogel et al.: Praxisbuch Sozialpädagogik. Volume 4, Bildungsverlag EINS , Troisdorf 2007, ISBN 978-3-427-75412-1 , pp. 200-224.
  11. ↑ "Yehudi Menuhin Foundation Germany" at http://www.mus-e.de/