Knowledge, Education and Aesthetics

Autor/in	Jackson, Mark
Titel	Knowledge, Education and Aesthetics
Quelle	In: Educational Philosophy and Theory, 49 (2017) 13, S.1267-1276 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2017.1350559
Schlagwörter	Philosophy; Educational Theories; History; Aesthetics; Fine Arts; Instruction; Imitation; Teaching Methods; Ethics; Moral Values + Suchen Sie Ihr Suchwort? Philosophie; Educational theory; Theory of education; Bildungstheorie; Geschichte; Geschichtsdarstellung; Ästhetik; Bildende Kunst; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Moral value; Ethischer Wert
Abstract	The philosophy of Immanuel Kant has been important in education theory, especially in the historical context of the Enlightenment and its legacies on contemporary understandings of global education. Particular reference is given to Kant's writing on Enlightenment thinking and especially to his 1803 Über Pädagogik/Lectures on pedagogy whose groundwork tends to be thought from an empirical anthropology. This paper aims to question education, though from the perspective of a Kantian understanding of aesthetic experience, a perspective developed initially from my reading of Denis J. Schmidt's "Lyrical and Ethical Subjects" (2005). In the "Critique of Judgement" (1986), Kant develops an "Analytic of the Beautiful" that offers transcendental grounds for the possibility of aesthetic experience. In doing so, he discusses, somewhat briefly, training in the fine arts and even more briefly offers, somewhat indirectly, a far-reaching transcendental ground for pedagogy. It is these two brief accounts that form the substance of this paper, requiring a somewhat extended introduction to Kant's "Critique of Aesthetic Judgement" in order to develop its analysis. From this analysis, two key questions arise: if fine art cannot be learned, and if imitation would ultimately aim at producing an objectively determinable rule--via a determinable concept--for the production of art works, how does one proceed with education in the fine arts? And, secondly, as a corollary, if genius is reserved for precisely what cannot be learned but yet can be conceived and communicated, what possible purpose is served by aesthetic ideas with respect to cognition itself? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01