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Guillermo Marini
Pontificia Universidad Católica de Chile
  1.  11
    An Introduction to Everyday Aesthetics in Education.Guillermo Marini - 2021 - Studies in Philosophy and Education 40 (1):39-50.
    The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes of (...)
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  2.  28
    Michel Montaigne as Teacher-Educator: The Need to Experiment a Proper Pedagogical Position.Guillermo Marini - 2015 - Trans/Form/Ação 38 (3):117-132.
    RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell : por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas (...)
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    Reconsidering Time in Schools: An Everyday Aesthetics Perspective.Guillermo Marini & Juan David Rodríguez Merchán - 2021 - Journal of Philosophy of Education 55 (4-5):893-904.
    Journal of Philosophy of Education, EarlyView.
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  4.  47
    Aristotelic Learning Through the Arts.Guillermo Marini - 2014 - Studies in Philosophy and Education 33 (2):171-184.
    The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly defined (...)
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  5.  28
    “Fulfillment,” “Disturbance”: Contrasting Purposes of the Arts in Education.Guillermo Marini - 2016 - Journal of Aesthetic Education 50 (3):91-100.
    In memoriam of Elliot Eisner, I wish to commend his book Educating Artistic Vision for advancing a distinction between contextual and essential arguments that has become classical to justify the purposes of the arts in education.1 Contextual arguments typically focus on transferring artistic qualities to nonartistic school areas and aim at achieving extrinsic outcomes such as higher academic results, a better school climate, improved cognitive development, and the like. Essential arguments are those that deal with intrinsic artistic qualities like the (...)
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