Aesthetic intelligence

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Aesthetic intelligence is a term in art education that was coined by the art pedagogue Gert Selle , who taught at the University of Oldenburg , and introduced into the art pedagogical and educational educational debate of the 1980s and 90s.

Selle uses the term aesthetic intelligence to denote the subject's competence to "remove himself from the space of obligations to rationality (of whatever kind)". The essence of aesthetic intelligence consists in mediating "between perception, imagination (...) or the dream and incidental projections of meaning from experience". Selle therefore sees it as an integral part of the individual work on the inner biography; The artistic process of creation represents a special form of productive life experience (Selle 1998, p. 109).

use

The term aesthetic intelligence is mainly used in the context of art education, educational science and cultural policy. However, it is not always precisely understood in the sense of Selle, since often only the perception aspect is emphasized. Roland Hagenbuechle (2006, p. 2) means by aesthetic intelligence the ability to “understand and 'read' works of art (and culture in the broadest sense)”. Meike Aissen-Crewett (2000) understands it as the ability "to make aesthetic experiences in the encounter with works of art and other aesthetic objects as well as in the sensual perception of phenomena of our natural, social and cultural environment and life". Adelheid Sievert-Staudte (2000, p. 3) understands aesthetic intelligence to be a special form of knowledge, since "the aesthetic cannot be separated from the technical, social, ethical and political aspects of a thing". Like Selle, Robert Reschkowski (2001) emphasizes both the mediating character of aesthetic intelligence and its importance for a productive creative process. He describes it as "the ability to select and organize, the art of well-formed perception, the ability to perceive relationships and patterns and to find our way in the chaos of signals, the creative ability to create new patterns, the freedom to design worlds and give them meaning" .

Roland Hagenbuechle (2006, p. 4) places aesthetic intelligence alongside the forms of rational and emotional intelligence that are mainly discussed in research. In 1999, Peter Lauster published a talent test that also includes aesthetic intelligence.

Aesthetic intelligence and cultural politics

The term aesthetic intelligence plays a central role in the state program “Culture and School”, which was launched in North Rhine-Westphalia in 2006, with which school learning is supplemented by projects with artists. The reason for the program is that the expressiveness, perception and aesthetic intelligence of children and young people are to be promoted. The projects are expected to increase the students' self-esteem and social skills.

See also

literature

  • Meike Aissen-Crewett: Musical -aesthetic education in elementary school (= Aisthesis, Paideia, Therapeia. 10). University library - publication point, Potsdam 2000, ISBN 3-935024-12-6 .
  • Peter Lauster: The aptitude test. Discover talents yourself and develop them anew. With test training and evaluation program. 3. Edition. Econ-Verlag, Düsseldorf et al. 1999, ISBN 3-430-15890-7 .
  • Robert Reschkowski: From goal to path. 2001, online .
  • Gert Selle : Art Education and its Subject. Draft of a practical theory. Isensee, Oldenburg 1998, ISBN 3-89598-560-0 .

Web links

References

  1. ↑ Wolfgang Zacharias : Measurements - In the course of time and in subjective responsibility. Tensions between art and education, culture and education, worlds of images and worlds of life (= Art Education Positions. Vol. 14). Hamburg University Press, Hamburg 2006, ISBN 3-937816-33-X , p. 29.
  2. ↑ Adelheid Sievert-Staudte 2000, p. 3 (see web links)