Incorporating the Aesthetic Dimension into Pedagogy

Autor/inn/en	Webster, R. Scott; Wolfe, Melissa
Titel	Incorporating the Aesthetic Dimension into Pedagogy
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 10, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Aesthetics; Teaching Methods; Case Studies; Educational Philosophy; Learning Activities; Outcomes of Education; High Stakes Tests; Secondary School Teachers; Educational Practices; Teacher Effectiveness; Teacher Attitudes; Interviews; Mathematics Instruction; History Instruction; Science Instruction; Technology Education; Foreign Countries; Qualitative Research; Observation; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Ästhetik; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Lernaktivität; Lernleistung; Schulerfolg; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Ausland; Qualitative Forschung; Beobachtung; Australien
Abstract	This paper reports on a case study that was undertaken to discover not only the belief and intent behind the everyday opportunities that four exemplary teachers offered their high performing students but what activities they incorporated into their everyday lessons in an attempt to make sense of how aesthetic experiences may enhance learning. The paper explores the importance of understanding the effects of practical aesthetic experiences on learning as identified by pragmatist philosopher and educator John Dewey. It is assumed here that every classroom experience is an aesthetic experience that may be positive (i.e. educative), negative (i.e. miseducative) or benign; it will affect the students in some way. This recognition is crucial to avoid unintended miseducative practices and alternatively embrace positive aesthetic learning practices and rituals. Adopting an aesthetic pedagogy in the classroom does imply taking the "scenic route" of learning but it does not necessarily compromise or work against the current dominant practice of high-stakes testing and measured outcomes. It alternatively claims to positively enhance these compulsory and measured outcomes for students in that they can critically engage with these practices. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10