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  1. Objectionable Commemorations, Historical Value, and Repudiatory Honouring.Ten-Herng Lai - forthcoming - Australasian Journal of Philosophy:1-11.
    Many have argued that certain statues or monuments are objectionable, and thus ought to be removed. Even if their arguments are compelling, a major obstacle is the apparent historical value of those commemorations. Preservation in some form seems to be the best way to respect the value of commemorations as connections to the past or opportunities to learn important historical lessons. Against this, I argue that we have exaggerated the historical value of objectionable commemorations. Sometimes commemorations connect to biased or (...)
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  2. Schiller’s Dancing Vanguard: From Grace and Dignity to Utopian Freedom.Joshua M. Hall - 2023 - Idealistic Studies 53 (1):1-21.
    Against caricatures of the poet-philosopher Friedrich Schiller as an unoriginal popularizer of Kant, or a forerunner of totalitarianism, Frederick Beiser reinterprets him as an innovative, classical republican, broadening his analysis to include Schiller’s poetry, plays, and essays not widely available in English translation, such as the remarkable essay, “On Grace and Dignity.” In that spirit, the present article argues that the latter text, misperceived by Anglophone critics as self-contradictory, is better understood as centering on gender and dance. In brief, grace (...)
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  3. How Dance Can Promote Justice and Well-Being.Deepa Kansra - 2023 - Psychology Today Blog.
    Justice for painful experiences or human rights violations is pursued in many forms. In furtherance of justice, individuals and communities adopt creative and meaningful ways to express their pain, heal, and become more resilient. One such practice is dance—an arts-based solution with both therapeutic value and the power to promote physical, emotional, and mental well-being. Dance has been described as a much-needed “solution to the problems of the world”, and “an important player in countering tyranny [that] helps heal the wounds (...)
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  4. النظام التربوي المغربي في أفق تجديد الممارسات المهنية.التقديم.الصديق الصادقي العماري, سعاد اليوسفي & و آخرون - 2023 - In الصديق الصادقي العماري & سعاد اليوسفي (eds.), النظام التربوي المغربي في أفق تجديد الممارسات المهنية. maroc المغرب .Errachidia الرشيدية: Editions Revue Brochures Educatives منشورات مجلة كراسات تربوية، (سلسلة ''كتب. pp. 8-13.
    شهد قطاع التعليم المغربي عدة تغييرات شملت مجالات متنوعة إن على مستوى المنهاج أو إصلاح الفضاءات التعليمية أو تكوين المدرسين. ولعل مردّ ذلك هو الانفجار المعرفيّ المتزايد، والمكانة المتميّزة للتّربية والتّعليم، واهتمامات الدولة التي أصبحت مركزة على الظواهر المدرسية وفي علاقتها بتغيير المجتمع وارتباطها بالأسرة والمحيط، وتأثرها بالمرجعية الثقافية والدينية، وتفاعلها مع الظروف السياسية والاقتصادية انطلاقا من التيمات الكبرى التي أُنتِجت حول المدرسة من قبيل تصرفات المتعلم وسلوكياته داخل المدرسة، وعلاقات المدرسة بالآباء، وظاهرة العنف، والهدر المدرسي، ودراسة العلاقات التربوية، والأدوار (...)
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  5. إشكالية حضور المتعلم المغربي في بيداغوجيا الكفايات.سليمان لمراني علوي - 2023 - In الصديق الصادقي العماري & سعاد اليوسفي (eds.), النظام التربوي المغربي في أفق تجديد الممارسات المهنية. maroc المغرب .Errachidia الرشيدية: Editions Revue Brochures Educatives منشورات مجلة كراسات تربوية، (سلسلة ''كتب جماعية'' رقم 01). pp. 29-41.
    ملخص: نروم في هذه الورقة البحثية أن نطرح إشكالية حضور المتعلم المغربي في بيداغوجيا الكفايات التي ناد بها النظام التربوي في ظل المشاكل التي تتخبط فيها المنظومة التعليمية التعلمية في بلادنا، ومسايرة لها للإصلاحات التي مست هذا القطاع، إيمانا منه أنها الحل الذي سينقد المدرسة المغربية من التراجع الملحوظ رغم العديد من الإصلاحات التي طالت التعليم وصولا إلى قانون الإطار لسنة 2019، وبحثا عن تحقيق الجودة، وتجاوز بيداغوجيا الأهداف التي تعتمد التلقين والحفظ والاسترجاع للمعرفة المتعلمة، لكن من خلال ما نلحظه (...)
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  6. مجلة كراسات تربوية. العدد 10. أبريل 2023.مجموعة من المؤلفين & Seddik Sadiki Amari - 2023 - maroc المغرب. Rabat الرباط: ROA PRINT مطبعة رؤى برينت. Edited by الصديق الصادقي العماري.
    ....تقديم: ..الصديق الصادقي العماري.. ...المدير ورئيس التحرير... إن واقعا بشريا يعيش تحديات ورهانات على مستوى المعرفة والعلم وعلاقتهما بمهننة التربية والعدالة الاجتماعية، إن على المستوى الاقتصادي أو فرص الحياة وأنماطها، لا يمكن تدبيره إلا في إطار جو ديمقراطي يتم فيه تدبير الشأن العام والبحث عن تحقيق الخير الأسمى للجميع بحرية وحوار ومشاركة عقلانية، وذلك من خلال استخلاص القيم والخصوصيات الضامنة للوحدة والهوية وتحليل الواقع، عبر التعامل النقدي مع المطالب الآنية في ظل إكراهات الواقع المحلي والدولي، واستشراف المستقبل، وذلك بالبحث عن (...)
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  7. On the Educational Significance and Value of Visual Arts.David Carr - 2022 - Journal of Aesthetic Education 56 (2):1-22.
    There can be little doubt, from the enduring contemporary popularity of art galleries and museums, that such visual arts as painting and sculpture are sources of perceptual and emotional satisfaction and pleasure to a large viewing public. Still, given the contemporary unfamiliarity of much of the subject matter of past art and the absence of any clearly comprehensible subject matter in much modern (abstract and other) art, it may be less clear what younger or older viewers might come to learn (...)
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  8. Art Education and the Investment of Attention.David Fenner - 2022 - Journal of Aesthetic Education 56 (2):23-36.
    This paper is written for students of art and for teachers who are working to introduce students to art. It offers a practical answer to a practical question: how much time and attention should be directed toward a work of art that does not seem to be rewarding such an investment before deciding to give up and/or move on to an investment of time and attention in a different work of art? Reductionist tests such as “After fifteen minutes in a (...)
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  9. Educazione ambientale ed estetica quotidiana: una riflessione filosofica.Andrea Fiore - 2022 - In Giovani, educazione ed ecologia. Atti del seminario di studio - rivista Orientamenti Pedagogici. Roma: LAS. pp. 103-110.
    This paper aims to suggest some philosophical hints for an environmental education inspired by everyday aesthetics, a comparatively recent research field with many educational and ecological implications. Starting from the definition of everyday aesthetics, the discourse lingers on the connections between everyday aesthetics and education to finally come to the notion of “de-familiarization of familiar”, useful to dismantle the relation human being-environment in order to reconstruct it within a sustainable horizon. -/- Questo contributo intende offrire alcuni spunti filosofici per un’educazione (...)
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  10. Educazione ambientale ed estetica quotidiana: una riflessione filosofica.Andrea Fiore - 2022 - In Giovani, educazione ed ecologia. Atti del seminario di studio - rivista Orientamenti Pedagogici. Roma: LAS. pp. 103-110.
    This paper aims to suggest some philosophical hints for an environmental education inspired by everyday aesthetics, a comparatively recent research field with many educational and ecological implications. Starting from the definition of everyday aesthetics, the discourse lingers on the connections between everyday aesthetics and education to finally come to the notion of “de-familiarization of familiar”, useful to dismantle the relation human being-environment in order to reconstruct it within a sustainable horizon. -/- Questo contributo intende offrire alcuni spunti filosofici per un’educazione (...)
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  11. Aesthetic Humility: A Kantian Model.Samantha Matherne - 2022 - Mind (fzac010):452-478.
    Unlike its moral and intellectual counterparts, the virtue of aesthetic humility has been widely neglected. In order to begin filling in this gap, I argue that Kant’s aesthetics is a promising resource for developing a model of aesthetic humility. Initially, however, this may seem like an unpromising starting point as Kant’s aesthetics might appear to promote aesthetic arrogance instead. In spite of this prima facie worry, I claim that Kant’s aesthetics provides an illuminating model of aesthetic humility that sheds light (...)
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  12. Nietzsche on Aesthetic Education: A Fictional Narrative.Steven A. Stolz - 2022 - Journal of Aesthetic Education 56 (2):37-55.
    Drawing from Nietzsche, I explore the topic of aesthetic education. Even though Nietzsche never formally uses the term “aesthetic education” in his works, this is a novel initiative of my own doing based on what I think he would have to say on the topic. Just as Nietzsche adopted his own experimental approach or style, in a sense, my intention is to experiment with a narrative, which takes the form of a fictional dialogue between Nietzsche and a student. To make (...)
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  13. On Certain Values of the Lvov-Warsaw School and Logical Culture: Towards Challenges of Contemporaneousness.Urszula Wybraniec-Skardowska - 2022 - Filozofia Nauki 30 (1):53-66.
    This article explores the question of how the members of the Lvov-Warsaw School promoted values that can be regarded as components of so-called logical culture. The author argues that these values are strictly connected with science. With references to Łukasiewicz, Czeżowski, and Kotarbiński,the article explores how values shape the logical culture and determines society as directed towards values. The article connects the meta-philosophical perspective with the philosophical one.
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  14. Art Clusters: The Importance of Similarities in Aesthetic Research and Education.Aaron Meskin - 2021 - Journal of Aesthetic Education 55 (4):40-50.
    In his presidential address, at the fiftieth anniversary of the American Society of Aesthetics in 1992, Peter Kivy suggested that "progress in the philosophy of art in the immediate future is to be made not by theorizing in the grand manner, but by careful and imaginative philosophical scrutiny of the individual arts and their individual problems." The study of the individual arts, and the differences between them, has, in the ensuing decades, provided a useful corrective to aesthetic theorizing in the (...)
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  15. Neutral phantasies and possible emotions. A phenomenological perspective on aesthetic education.Francesco Pisano - 2021 - Philosophical Inquiries 9 (1-2021):29-48.
    In this paper I draw from Husserl’s lectures on ethics and manuscripts on phantasy to clarify the role and the structure of aesthetic education within a phenomenological theory of value experience. First, I show that Husserl’s take on emotions as material contents of value experiences involves the problem of justifying the validity of the relation between factual emotional states and ideal values. I then suggest, on the basis of some of Husserl’s phenomenological arguments on phantasy, that this discrepancy can be (...)
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  16. Learning Jazz Language by Aural Imitation: A Usage-Based Communicative Jazz Theory.Mattias Solli, Erling Aksdal & John Pål Inderberg - 2021 - Journal of Aesthetic Education 55 (4):82-122.
    How can imitation lead to free musical expression? This article explores the role of auditory imitation in jazz. Even though many renowned jazz musicians have assessed the method of imitating recorded music, no systematic study has hitherto explored how the method prepares for aural jazz improvisation. The article picks up an assumption presented by Berliner (1994), suggesting that learning jazz by aural imitation is “just like” learning a mother tongue. The article studies three potential stages in the method, comparing with (...)
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  17. Becoming Heautonomous: Exercising Judgment.Stelios Gadris - 2020 - Annali Online Della Didattica E Della Formazione 19 (12):123 - 140.
    In this article I aim to show how the sensus communis grounds – with the use of its maxims – the possibility of reflection, endowing the subject with a duty, that of becoming human, where becoming human presupposes self-education. Self-education entails on one hand overcoming one’s self interest or private feelings – that is what an aesthetic judgment demands: To love something other than one-self; on the other hand, and more fundamentally, self-education entails to place one-self under the indeterminate idea (...)
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  18. Producing marks of distinction: hilaritas and devotion as singular virtues in Spinoza’s aesthetic festival.Christopher Davidson - 2019 - Textual Practice 34:1-18.
    Spinoza’s concepts of wonder, the imitation of affects, cheerfulness, and devotion provide the basis for a Spinozist aesthetics. Those concepts from his Ethics, when combined with his account of rituals and festivals in the Theological-Political Treatise and his Political Treatise, reveal an aesthetics of social affects. The repetition of ritualised participatory aesthetic practices over time generates a unique ingenium or way of life for a social group, a singular style which distinguishes them from the general political body. Ritual and the (...)
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  19. Black Mountain College Case: Transformation Trends in Art Education in the First Half of the 20th century.Jana Migašová - 2019 - Espes. The Slovak Journal of Aesthetics 9 (2):51-58.
    In the 19th century, a gradual reform of art education began, which achieved its peak in the 1930s. This process manifested itself in the form of schools with an explicit anti-academic spirit – the Bauhaus in Europe and Black Mountain College in the United States. In this paper, I contend that such attempt at reform has never repeated again after the Black Mountain College case, where the combination of John Dewey’s educational principles, Josef Albers’ peculiar conception of art instruction, and (...)
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  20. Enriching Arts Education through Aesthetics. Experiential Arts Integration Activities for Early Primary Education.Marina Sotiropoulou-Zormpala & Alexandra Mouriki - 2019 - London, UK: Routledge.
    Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. -/- The book explores how the core ideas of four main aesthetic approaches – the representationalist, the expressionist, the formalist, and the postmodernist – (...)
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  21. Alienation and Affirmation: The Comedy of Heiner Müller’s Hamletmaschine.Katrin Trüstedt - 2019 - Brecht Yearbook 44:102-121.
    Against the tendency to regard Müller as a tragedian and his Hamletmaschine as a tragedy, I will read his play as an experiment on the possibility of comedic theater after Brecht. Hamletmaschine can thus be understood as an attempt to affirm the possibilities of theater and its own forms of estrangement without abstracting from tragedy, alienation, and negativity. The play contains three such models internally connecting alienation and affirmation: while “Hamlet” in his commitment to the negativity of a lost tragedy (...)
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  22. Aesthetics in Motion. On György Szerdahely’s Dynamic Aesthetics.Botond Csuka - 2018 - In Anthropologische Ästhetik in Mitteleuropa (1750–1850). Anthropological Aesthetics in Central Europe (1750–1850). (Bochumer Quellen und Forschungen zum achtzehnten Jahrhundert, 9). Hannover, Németország: pp. 153-180.
    György Alajos Szerdahely, the first professor of aesthetics in Pest, publishes his Aesthetica in 1778, a work, written in Latin, that not only engages with the eclectic university aesthetics of late-18th-century Germany and Central Europe, but also marks the beginning of the Hungarian aesthetic tradition. Szerdahely proposes aesthetics as the doctrine of taste, a philosophical discipline that can polish our manners and social conduct through a sensual-affective Bildung offered by art experiences. Highlighting his sources in both British criticism and German (...)
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  23. Art, Therapy, and Design.Gordon Graham - 2018 - The Monist 101 (1):59-70.
    This paper first elaborates ‘Art’ and the aesthetic as these concepts emerged in the eighteenth century, and uncovers the conflict between the resulting ideal of ‘art for art’s sake’ and the increasing use ‘art therapy’ for personal and social purposes. Taking this conflict to be a reason for the rejection of ‘Art’, it considers two accounts of ‘the end of Art’, one by Arthur Danto and the other by Nicholas Wolterstorff. The paper argues that both accounts fall short of adequately (...)
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  24. Narrative Justice.Rafe McGregor - 2018 - Rowman & Littlefield International.
    This important new book provides an original and compelling argument for a new theory of aesthetic education. Rafe McGregor proposes a model of interdisciplinary inquiry, applying a combined philosophical and critical approach to illuminate issues in a social science. The book makes an original contribution to the field of narrative criminology.
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  25. “Visual Culture” as Neoliberal Aesthetic Education.Chris Peers - 2018 - Journal of Aesthetic Education 52 (2):95.
    This article addresses a discourse on visual culture and its comparability to visual arts in school curriculum; it focuses initially on Kevin Tavin’s 2005 history of popular and visual culture in relation to visual-art education.1 In the second part, I also discuss contributions to this discourse by Kerry Freedman2 and Paul Duncum.3 There are two concerns that I raise here about arguments made against visual-arts curriculum in this discourse. First, they are generally lacking in rigor, making generalized criticisms of different (...)
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  26. Aesthetic-based Arts Integration in Elementary Education.Marina Sotiropoulou-Zormpala & Alexandra Mouriki - 2018 - International Journal of Arts Education 13 (1):33-44.
    The purpose of this paper is to examine how different aspects of aesthetic theory can be utilized in education so as to contribute to a workable, coherent, and multifaceted arts integration approach in elementary education. The authors begin by presenting specific aspects of aesthetic theory as indicative of the basic theoretical and philosophical approaches to the phenomenon of art. They then refer to examples of activities designed on the basis of these different aesthetic aspects, and finally, they present the findings (...)
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  27. Virtue and Virtuosity: Xunzi and Aristotle on the Role of Art in Ethical Cultivation.Lee Wilson - 2018 - Journal of Confucian Philosophy and Culture 30:75–103.
    Christian B. Miller has noted a “realism challenge” for virtue ethicists to provide an account of how the character gap between virtuous agents and non-virtuous agents can be bridged. This is precisely one of Han Feizi’s key criticisms against Confucian virtue ethics, as Eric L. Hutton argues, which also cuts across the Aristotelian one: appealing to virtuous agents as ethical models provides the wrong kind of guidance for the development of virtues. Hutton, however, without going into detail, notes that the (...)
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  28. التربية الجمالية بالمدرسة الابتدائية.الصديق الصادقي العماري & Seddik Sadiki Amari - 2018 - Revue Brochures Educatives مجلة كراسات تربوية 1 (3):28-52.
    الإحساس بالجمال خاصیة إنسانیة، وهو من عجائب النفس البشریة التي لا تستطیع تفسیرها، وإنما تشعر بها وتحسها، وتقع تحت سلطان تأثیرها ونفوذها الواسع، فكون التذوق الجمالي یخفف من إیقاع المادیة على النفس الإنسانیة، ویفتح لها مجالا خصبا للتعبیر عن شعورها وإحساسها، فإنه مع ذلك حاجة فطریة ضروریة على وجه العموم، والإنسان یستشعر الجمال بلذة ورضى حتى و إن لم یكن مالكا له؛ لأن القلوب مطبوعة على حب الصور الحسنه المتقنة، ومازال الإنسان یبذل غالب جهده العلمي وقدراته المتفوقة في التحسین والإبداع (...)
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  29. الفكر التربوي عند العلامة فريد بن الحسن الأنصاري.لخلافة متوكل - 2018 - Revue Brochures Educatives مجلة كراسات تربوية 1 (3):81-94.
    هو العلامة فريد بن الحسن الأنصاري الخزرجي السجلماسي، ولد بإقليم الرشيدية (أنيف) عام1380 ه/1960م ، قضى طفولته بمدينة الجرف، وبها تلقى تعليمه الابتدائي، وتابع تعليمه الإعدادي بمدينة أرفود، قبل أن ينتقل إلى مدينة كلميمة لإتمام دراسته بالتعليم الثانوي ، وكان ذلك بثانوية غريس واسمها اليوم ثانوية محمد الخامس التأهيلية. التحق سنة 1981 بشعبة الدراسات الإسلامية، بكلية الآداب والعلوم الإنسانية ظهر المهراز بفاس، وهي يومئذ شعبة حديثة فتية، إذ لم يمر على تأسيسها إلا موسما واحدا. وبعد حصوله على الإجازة التحق بما (...)
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  30. Against value in the arts and education. [REVIEW]Laura D’Olimpio - 2017 - British Journal of Educational Studies:1-3.
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  31. Playing with Philosophy: Gestures, Performance, P4C and an Art of Living.Laura D’Olimpio & Christoph Teschers - 2017 - Educational Philosophy and Theory:1-10.
    It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that, through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures (Schmid 2000b) have on others. One of the most fundamental aspects of the embodied human life is human interaction that (...)
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  32. Art museum education: facilitating gallery experiences. By Olga Hubard.Ceri Jones - 2017 - British Journal of Educational Studies 65 (1):126-128.
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  33. The Person of the Torturer: Secret Policemen in Fiction and Nonfiction.Rafe McGregor - 2017 - Journal of Aesthetic Education 51 (4):44-59.
    Early modern conceptions of aesthetic education propose a necessary relation between aesthetic and moral values such that the appreciation of beauty is a necessary condition for the attainment of virtue. Contemporary conceptions retain the causal connection, claiming that the appreciation of literature in particular produces more responsive readers such that the aesthetic merits of novels are moral merits. J. M. Coetzee agrees that there is a relation between the two spheres of value but maintains that the novelist seeking to represent (...)
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  34. The Uses of Poetry: Renewing an Educational Understanding of a Language Art.Karen Simecek & Viv Ellis - 2017 - Journal of Aesthetic Education 51 (1):98-114.
    Poetry holds an important place as part of our cultural heritage.1 However, despite poetry’s apparent cultural value, there have been surprisingly few attempts to articulate clearly how this should be reflected in the teaching curriculum in our schools and universities. As a consequence of this lack of clarity, the cultural value of poetry gives way to the increasing emphasis on providing instrumental justification for the teaching curriculum; including poetry in the curriculum is often justified in terms of promoting transferable skills (...)
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  35. Building Public Confidence in Arts Education.Howard Cannatella - 2016 - Journal of Aesthetic Education 50 (2):26-44.
    There is a really big, complicated educational question that sometimes we hear and that always needs addressing, rebuffing, monitoring, and advancing but this is never going to be the last word on the matter because many things can transform it: the claim that no student should graduate from his or her high school without an understanding of what art is.Lots of people express this sentiment but in different ways. The statement could not be any clearer in its purpose. It is (...)
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  36. Learning to See: Art, Beauty, and the Joy of Creation in Education.Angelo Caranfa - 2016 - Journal of Aesthetic Education 50 (2):84-103.
    Education takes for granted that sight is there but that it isn’t turned the right way.A work of art... provokes in us... an image, which in our souls awakes surprise—sometimes, meditation—often, and always, the joy of creation.To place oneself in the path of beauty is the basic impulse underlying education.In The Aims of Education, Alfred North Whitehead claims that the goal of education is to cultivate an “aesthetic sense of realized perfection”1—namely, to instruct us in the way of the beautiful. (...)
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  37. Thoughts on Film: Critically engaging with both Adorno and Benjamin.Laura D'Olimpio - 2016 - Educational Philosophy and Theory 48 (6):622-637.
    There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a sub-category of Art proper, it is worth re-considering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. T. W. Adorno, for example, critiques film as ‘mass-cult’; mass produced culture which presents a ‘flattened’ version of (...)
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  38. The Pedagogical Function of Art as Interpretation.Tyson E. Lewis - 2016 - Journal of Aesthetic Education 50 (2):57-71.
    Today, art and education have precarious statuses. Arts programs are being cut from the curriculum at an alarming rate. While the No Child Left Behind Act of 2001 acknowledged the arts as a core academic subject, the arts were quickly eclipsed by the push toward quantifiable improvements on standardized tests. How should art educators respond to this urgent situation? While some might retreat back to an art-for-art’s-sake perspective, others find new justifications for the arts through the discourses of high-stakes testing (...)
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  39. Prolegomena to Any Future "Great Books of Music": Reconsidering Liberal-Arts Paradigms in a Postmodern Age.Kevin N. Moll - 2016 - Journal of Aesthetic Education 50 (4):45-85.
    The most fundamental issue in pedagogy is the question of what should be taught. The need to specify the content of learning applies at every stage of instruction from kindergarten to postgraduate school and at every level of curriculum from the institutional course catalogue to the daily class or lesson plan. On the broadest scale, implementation of one or another set of priorities on this matter will tend to dictate the direction of our entire educational system. Indeed, for well over (...)
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  40. A Praxis of Gayatri Spivak’s “Aesthetic Education” Using Arundhati Roy’s “The God of Small Things” as a Reading in Philippine Schools.Seneca Nuñeza Pellano - 2016 - Nordic Journal of Aesthetics 25 (51).
    Presented as a “speculative manual on pedagogy,” this article seeks to provide praxis to Spivak’s Aesthetic Education in the Era of Globalization using Arundhati Roy’s The God of Small Things as a reading in Philippine schools. Its aim is to envision pedagogical ways in which a foreign literary text is introduced into a culturally distant setting, thereby prompting educators – the “supposed trainers of the mind” – to resolve: How does one educate aesthetically? How do we imagine the performance of (...)
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  41. Aesthetic Value, Artistic Value, and Morality.Andrea Sauchelli - 2016 - In David Coady, Kimberley Brownlee & Kasper Lipper-Rasmussen (eds.), A Companion to Applied Philosophy. Chichester, UK: Blackwell. pp. 514-526.
    This entry surveys issues at the intersection of art and morality. Particular emphasis is placed on whether, and in what way, the moral character of a work of art influences its artistic value. Other topics include the educational function of art and artistic censorship.
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  42. The Indirection of Influence: Poetics and Pedagogy in Aristotle and Plato.James Stillwaggon - 2016 - Journal of Aesthetic Education 50 (2):8-25.
    Transmitting knowledge or skills from one person or group to another has traditionally been understood as a merely proximate goal of education, the ultimate end being the lives students spend in pursuit of those learned ideals that keep our societies’ traditions alive. It is only by the life lived by the educated person or the collective life shared by an educated society that any account of educational success could properly be taken.1 Beliefs, attitudes, and habits appropriate to the society for (...)
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  43. تكنولوجيا المعلومات والاتصال ودورها في التعليم والتعلم.خالد الأنصاري - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):162-182.
    فرضت التكنولوجيا الحديثة نفسها على كل فئات المجتمع، ودخلت من النوافذ قبل الأبواب، وأصبحت رمز التقدم الحضاري، وأصبح مقياس الأمية يقاس بمدى توفر البيئة الحاضنة لهذه التكنولوجيا، وبمدى استيعابها واستثمارها في مجالات الحياة التربوية واليومية، فكل تطور في المجتمع، لا بد وأن يصاحبه تطور في المجال التربوي، وهذا ما حصل بالفعل، فقد دخلت التكنولوجيا المدرسة والجامعة والمؤسسات العمومية، وأصبح العلم بالتكنولوجيا ومسايرة الركب المعلوماتي ضرورة ملحة في عصر المعرفة والمعلومات. ومما لا شك فيه أن دخول مجتمع المعرفة مجتمع التكنولوجيا، أصبح (...)
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  44. خصخصة التعليم العالي في ضوء الليبرالية الجديدة: مستقبل الجامعة المغربية والمغاربية في ضوء الأنموذج الإندونيسي.محمد الإدريسي - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):103-116.
    منذ أن تبنت الحكومة الإندونيسية الجديدة سنة 2003 ما يسمى في الإنجليزية (corporatization) [والفرنسية (l’entrepreneurisation)] "الخصخصة"، دار نقاش فكري أكاديمي وسياسي موسع ضمن مجموعة من الدول الإسلامية والعربية حول طبيعة الشروط الموضوعية لخصخصة التعليم في علاقته بالليبرالية الجديدة. وأثار النقاش العام نفسه ردود فعل متباينة داخل هذه الدول وفق تيارين مركزيين: تيار الخصخصة اللبرالية للتعليم (كخيار استراتيجي لإصلاح منظومة التعليم العربي) وتيار الحق الجماهيري في التعليم الرسمي (حق الأفراد في مجانية التعليم)، ولم تسلم الجامعة والمعاهد العليا نفسها من هذا النقاش (...)
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  45. مظاهر السلوكيات المنحرفة لدى بعض التلاميذ. الشغب الصفي نموذجا.رشيدة الزاوي - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):143-149.
    إن مزاولة مهنة التدريس في إطار الإصلاح الجديد لمنظومة التعليم الذي أصبح يطلق عليها اسم "المهننة"، ليس بالأمر الهين كما يعتقد البعض، فقد تعترض المدرس صعوبات تحول دون قيامه بمهامه على الوجه التربوي والبيداغوجي والديداكتيكي الأمثل، منها ما يتعلق بكيفية تدبيره للجدول الزمني الخاص بالبرنامج الدراسي، أو بعلاقته التربوية بالتلاميذ: التواصلية أو السلطوية، أو بطريقة تدريسه ومدى أجرأته للبيداغوجيات المنظمة للأنشطة والتعلمات... إلخ. ولعل من أخطر هذه الصعوبات مشكلة الشغب الصفي التي تؤثر سلبا على تحصيل التلاميذ وعلى مردوديتهم. ساد الحديث (...)
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  46. مجلة كراسات تربوية.العدد 02. فبراير 2016.تقديم.الصديق الصادقي العماري & Seddik Sadik Amari - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):5-6.
    لا يمكن الحديث عن مدرسة النجاح في المستقبل٬ ما لم يتم استحضار التطور الحاصل في أدوار ووظائف وآليات اشتغال المدرسة٬ من خلال التعرف على سيرورات التحولات التي عرفتها وظائف وأدوار هذه المؤسسة في الماضي والحاضر. ففي الوقت الراهن تحولت هذه الوظائف من التلقين والحشو بالمعارف٬ إلى وظائف أكثر حيوية وتنوعا ودينامية٬ تتجه صوب إيجاد حلول لتحديات اكساب التلميذ مناهج وتقنيات تحصيل المعرفة والبحث٬ وتعزيز قدراته ومهاراته الحياتية٬ وتوسيع خبراته٬ إضافة إلى سعيها لتطوير جاهزيته للشغل وتحقيق الذات والعيش المشترك مع الأفراد (...)
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  47. النحو التعليمي بين الجملة والنص. دراسة توصيفية لتأدية الفعل التعلّمي.رشيد بن يمينة & غانم حنجار - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):88-102.
    إن فكرة التعليم بالنص المختار لا يفرض على معلم النحو العربي النظر إلى الجملة العربية من حيث تركيبها الكمي، وبالتالي شطبها من قائمة النصوص التعليمية الهادفة. فالأمر أكبر من أن يحدد النص بعدد كلماته، أو صفات صاحبه. لأن الغاية التعليمية تدعونا إلى تحقيق القيمة النفعية من الوسيلة المعدة –النص- لتقرير القواعد والأصول، على أساس من الدراية العلمية الناضجة، وفق ما تقول به علوم اللسان في الحقل الأكاديمي. فقد حان الأوان للسانيات النص، واللسانيات التطبيقية أن تستدركا على الواقع التعليمي في بعده (...)
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  48. السلطة البيداغوجية: دراسة في تمثلات المدرس للسلطة وعلاقتها بتدبير المشاكل السلوكية للتلاميذ.محمد مرشد - 2016 - Revue Brochures Educatives مجلة كراسات تربوية 1 (2):31-42.
    ينبني فعل التربية أساسا على تلك القدرة الهادفة إلى توجيه سلوكات و مواقف الأفراد، بما يتوافق و نموذج القيم الذي يتبناه مجتمع ما أو جماعة ما داخل هذا المجتمع. إنها العملية التي يتم من خلالها تشكيل ما هو جوهري في الفرد، و ذَلِك من خلال انخراطه في شبكة من العلاقات الاجتماعية. و لا يمكن أن تتم هذه العملية بطريقة فردية أو معزولة، بل تستوجب تدخل أفراد آخرين، ينعتون عادة ب"المربين" أو ب"الفاعلين التربويين". ضمن هذا البعد العلائقي يتشكل فعل التربية. غير (...)
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  49. مجلة كراسات تربوية. العدد 02. فبراير 2016.الصديق الصادقي العماري وآخرون & Seddik Sadiki Amari - 2016 - maroc المغرب .Casablanca الدار البيضاء: Afrique Orient أفريقيا الشرق. Edited by الصديق الصادقي العماري وآخرون.
    لا يمكن الحديث عن مدرسة النجاح في المستقبل٬ ما لم يتم استحضار التطور الحاصل في أدوار ووظائف وآليات اشتغال المدرسة٬ من خلال التعرف على سيرورات التحولات التي عرفتها وظائف وأدوار هذه المؤسسة في الماضي والحاضر. ففي الوقت الراهن تحولت هذه الوظائف من التلقين والحشو بالمعارف٬ إلى وظائف أكثر حيوية وتنوعا ودينامية٬ تتجه صوب إيجاد حلول لتحديات اكساب التلميذ مناهج وتقنيات تحصيل المعرفة والبحث٬ وتعزيز قدراته ومهاراته الحياتية٬ وتوسيع خبراته٬ إضافة إلى سعيها لتطوير جاهزيته للشغل وتحقيق الذات والعيش المشترك مع الأفراد (...)
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  50. Play, Skill, and the Origins of Perceptual Art.Mohan Matthen - 2015 - British Journal of Aesthetics 55 (2):173-197.
    Art is universal across cultures. Yet, it is biologically expensive because of the energy expended and reduced vigilance. Why do humans make and contemplate it? This paper advances a thesis about the psychological origins of perceptual art. First, it delineates the aspects of art that need explaining: not just why it is attractive, but why fine execution and form—which have to do with how the attraction is achieved—matter over and above attractiveness. Second, it states certain constraints: we need to explain (...)
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