scholarly journals SOCIAL-PHILOSOPHICAL AND FUNCTIONAL ANALYSIS OF AESTHETIC CULTURE

2020 ◽  
pp. 165-167
Author(s):  
Arzimatova Inoyatxon Madumarovna ◽  
Mo’minov Jahongir Madaminovich
Keyword(s):  
Functional Analysis ◽  
Key Words ◽  
Aesthetic Education ◽  
Human Being ◽  
Aesthetic Consciousness ◽  
The Aesthetic

In this article the aesthetic culture is analysed socio-philosophically. The author has shown that aesthetic culture resides in the human being and that is activities enter humanity as a spirit. Furthermore, it also analyses art and its functions, which are one of the key parts of society’s artistic culture. KEY WORDS: aesthetic culture, art, aesthetic education, music, creativity, aesthetic consciousness, ideal, artistic need.

How to Carry out Aesthetic Education in Art Education

2020 ◽  
Vol 9 (4) ◽  
pp. 168
Author(s):  
Jianying Bian
Keyword(s):  
Higher Education ◽  
Art Education ◽  
Colleges And Universities ◽  
Aesthetic Education ◽  
Ideological And Political Education ◽  
Political Education ◽  
Art Teaching ◽  
Aesthetic Consciousness ◽  
The Aesthetic

In recent years, aesthetic education has been gradually emphasized by higher education. Colleges and universities actively apply aesthetic education in the cultivation of various professional talents, and integrate aesthetic education through courses such as ideological and political education. With a view to enhancing the aesthetic consciousness and ability of higher talents. Art education is the most important and direct way of aesthetic education. Based on this, this paper analyzes the current problems of aesthetic education in colleges and universities, and mainly uses the application of aesthetic education in art teaching as an example to explore the effective ways and methods of aesthetic education.

scholarly journals Technologies of Aesthetic Education of Personality by Means of Theatrical Art

2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 78-92
Author(s):  
Nataliia Krasnovа ◽  
Keyword(s):  
Personal Development ◽  
Aesthetic Education ◽  
Educational Process ◽  
Creative Activity ◽  
Works Of Art ◽  
Puppet Theater ◽  
Aesthetic Consciousness ◽  
Spiritual Self ◽  
The Aesthetic ◽  
The Individual

The article characterizes theatrical art as a combination of pictorial possibilities of different arts: literature, stage, painting, architecture, dance, etc. Characteristics, differences of types of theater are given: dramatic, musical (opera, operetta, ballet), pantomime, puppet theater, theater of small forms, which in a way influence the formation of the personality of the younger generation. It is shown that aesthetic education can be considered as a universal means of personal development based on the identification of individual abilities, diverse aesthetic needs and interests. The purpose of aesthetic education is determined, namely, on the basis of perception, interpretation of works of art and practical artistic and creative activity to form in a person a personal and valuable attitude to reality and art, to develop aesthetic consciousness, cultural and artistic competence, ability to self-realization, need for spiritual self-improvement. It is proved that artistic and pedagogical technologies are the most effective in the process of aesthetic education of personality; their structure contains: human resources (emotionally colored subject-subject interaction, a palette of forms and methods of organizing various types of artistic and creative activities), artistic and intellectual resources (works of art, artistic knowledge, ideas, meanings, values), technical resources (audiovisual, computer); types: local (specific methods for the development of certain skills and abilities), systemic (covering the holistic educational process, various arts). Forms and methods of art and game technologies (dramatization, pantomime, staging, dramatization) that contribute to the aesthetic education of the individual are presented.

Schiller, Johann Christoph Friedrich (1759–1805)

2018 ◽  
Author(s):  
T.J. Reed
Keyword(s):  
Eighteenth Century ◽  
Social Function ◽  
Aesthetic Education ◽  
Human Being ◽  
Deep Roots ◽  
The People ◽  
The Common ◽  
The Aesthetic ◽  
The One ◽  
Reign Of Terror

Schiller was an artist first – a major poet and the leading dramatist of eighteenth-century Germany – and an aesthetician second. At the height of his involvement in aesthetics, he calls the philosopher ‘a caricature’ beside ‘the poet, the only true human being’. But reflection had deep roots in his nature, to the point where he felt it inhibited his creativity, yet would also have to be the means to restore it. He eventually came to terms with this paradox by devising a typology of ‘naïve’ and ‘reflective’ artists that explained his problem – and incidentally the evolution of modern European literature (On Naïve and Reflective Poetry, 1796). Schiller was also driven by a passionate belief in the humanizing and social function of art. His early speech The Effect of Theatre on the People (1784; later title The Stage considered as a Moral Institution) celebrated the one meeting-place where our full humanity could be restored. In the mature essays of the 1790s, an immensely more complex argument cannot hide the ultimate simplicity of his faith in art, even and especially in the midst of historical crisis: his culminating statement on beauty, On the Aesthetic Education of Man (1795) is at the same time a considered response to events in France, where a ‘rational’ Revolution had turned into a Reign of Terror. Schiller proposes an education for humane balance as the only sufficiently radical answer to the violent excesses of impulse, and argues that art is its only possible agent. Schiller’s ideas are imaginative, generous and intuitively appealing as an account of what art is and might do. With the authority of his poetic standing and the high eloquence of his prose, they are powerful cultural criticism. Arguably they could have been more effective still and less vulnerable if he had not tried to make them something else by giving them a systematic quasi-Kantian form, as a result of which philosophical commentators have often patronized him while the Common Reader has been scared off.

Über den Gelehrten als Erzieher der Menschheit. Fichte im Kontext der Bildungsdiskurse bei Kant und Schiller

2020 ◽  
Vol 48 ◽  
pp. 261-276
Author(s):  
Sebastian Schwenzfeuer ◽  
Keyword(s):  
Social Theory ◽  
Critical Evaluation ◽  
Division Of Labour ◽  
Aesthetic Education ◽  
Practical Philosophy ◽  
Human Being ◽  
Specialized Education ◽  
The Aesthetic

The paper deals with Fichte’s concept of education in his popular Jena Lectures Concerning the Scholar’s Vocation. There, Fichte thinks the scholar as the educator of mankind. The aim is to show that the concept of being human, as interpreted by practical philosophy, can, in Fichte’s viewpoint, only find its realization in a society based on division of labour, as a place of reciprocal perfection. His social theory is markedly contrary to Schiller’s critical evaluation of this division of labour as fragmentation and one-sidedness of humanity in his Letters on the Aesthetic Education of Mankind published in 1795. Starting from the Kantian premise of human being as a project, that is as an object of practical philosophy and education, Fichte and Schiller both articulate its consequences in opposite directions: Fichte in the form of the scholar as the expression of a specialized education, Schiller in the form of the artist as the expression of an all-round and harmonic education.Der Beitrag behandelt Fichtes Begriff der Erziehung in seinen bekannten Jenenser Vorlesungen über die Bestimmung des Gelehrten. Dort bestimmt Fichte den Gelehrten als Erzieher der Menschheit. Ziel ist es, zu zeigen, dass der praktizistisch gedeutete Begriff des Menschseins seine Realisation nach Fichtes Auffassung nur in einer arbeitsteiligen Gesellschaft als Ort wechselseitiger Vervollkommnung finden kann. Seine Gesellschaftstheorie steht damit in deutlichem Kontrast zu Schillers kritischer Bewertung dieser Arbeitsteiligkeit als Fragmentierung und Vereinseitigung des Menschseins in den 1795 erschienenen Briefen über die ästhetische Erziehung des Menschen. Ausgehend von der kantischen Pramisse des Menscheins als Projekt, d.h. als Gegenstand von praktischer Philosophie und Erziehung, artikulieren Fichte und Schiller deren Konsequenzen gegensätzlich: Fichte in der Gestalt des Gelehrten als Ausdruck einer spezialisierten Bildung, Schiller in der Gestalt des Kunstlers als dem Ausdruck einer allseitigen und harmonischen Bildung.

scholarly journals An Investigation on College Students’ Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum—Empirical Evidence from Ten Universities Data in China

2021 ◽  
Vol 8 (8) ◽  
pp. 83-90
Author(s):  
Zezhou Ye ◽  
◽  
Hui Xiang ◽  
Keyword(s):  
College Students ◽  
Empirical Evidence ◽  
Aesthetic Education ◽  
Education Curriculum ◽  
Aesthetic Quality ◽  
University Courses ◽  
The Arts ◽  
Aesthetic Consciousness ◽  
The Aesthetic ◽  
And Behavior

The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.

TRATAMENTO CIRÚRGICO DE CANINO INCLUSO EM REGIÃO MENTUAL: RELATO DE CASO

2019 ◽  
Author(s):  
Rodrigo Figueiredo de Brito Resende
Keyword(s):  
Surgical Treatment ◽  
Key Words ◽  
Oral Surgery ◽  
Tooth Eruption ◽  
Points Of View ◽  
The Aesthetic ◽  
Relationship Of ◽  
Transverse Position

RESUMOO dente denominado incluso nada mais é que um dente retido ou impactado dentro do alvéolo dentário de maneira parcial ou completa que não conseguiu erupcionar por motivos patológicos ou simplesmente anatômicos após o período de rizogênese. O canino, em especial, é de suma importância sob os pontos de vista estético e funcional. O deslocamento do canino incluso ultrapassando, ou se aproximando da linha média antes da erupção dentária do mesmo, é mais frequente na mandíbula do que na maxila.  Este trabalho tem por objetivo descrever o caso de um paciente de 21 anos que apresentava um canino incluso na região mentual, em posição transversal, inicialmente visualizado em uma radiografia periapical e posteriormente submetido a radiografia com a técnica de Donavan. Através de uma radiografia oclusal, foi possível observar o posicionamento do dente para a vestibular mentoniana e íntima relação do dente retido com as raízes dos incisivos centrais decíduos do paciente. Foi realizada a extração do dente retido no mento, removendo o mesmo por completo sendo feitas osteotomias e odontossecções. O paciente está em acompanhamento clínico à 1 ano após o tratamento cirúrgico.Palavras – chave: Dente incluso; Cirurgia Oral; Imaginologia. ABSTRACTThe tooth inserted  is nothing more than a tooth retained or impacted within the dental socket partially or completely that failed to erupt for pathological or simply anatomical reasons after the period of rhizogenesis. The canine, in particular, is of the utmost importance from the aesthetic and functional points of view. The displacement of the canine, even surpassing or approaching the midline before tooth eruption, is more frequent in the mandible than in the maxilla. This work aims to describe the case of a 21 - year - old patient who had a canine included in the mental region, in a transverse position, which was initially visualized on a periapical radiograph and later submitted to radiography with the Donavan technique. An occlusal radiograph showed the positioning of the tooth for the mental vestibular and the intima relationship of the retained tooth with the roots of the patient's central deciduous incisors. Removal of the tooth retained in the denture was performed, removing the tooth completely and osteotomies and odontosections were performed. The patient is in clinical follow-up at 1 year after the surgical treatment. key words: Tooth included; Oral surgery; Imaginology.  

Schopenhauer and the Paradox of the Sublime

2020 ◽  
pp. 237-255
Author(s):  
Bart Vandenabeele
Keyword(s):  
Aesthetic Experience ◽  
Human Being ◽  
Aesthetic Object ◽  
Human Reason ◽  
The Sublime ◽  
The World ◽  
The Aesthetic

Schopenhauer explores the paradoxical nature of the aesthetic experience of the sublime in a richer way than his predecessors did by rightfully emphasizing the prominent role of the aesthetic object and the ultimately affirmative character of the pleasurable experience it offers. Unlike Kant, Schopenhauer’s doctrine of the sublime does not appeal to the superiority of human reason over nature but affirms the ultimately “superhuman” unity of the world, of which the human being is merely a puny fragment. The author focuses on Schopenhauer’s treatment of the experience of the sublime in nature and argues that Schopenhauer makes two distinct attempts to resolve the paradox of the sublime and that Schopenhauer’s second attempt, which has been neglected in the literature, establishes the sublime as a viable aesthetic concept with profound significance.

scholarly journals Creatividad e innovación: una destreza adquirible

10.14201/3165 ◽  
2009 ◽  
Vol 21 (1) ◽  
Author(s):  
Petra María Pérez Alonso-geta
Keyword(s):  
Key Words ◽  
Human Being ◽  
Everyday Experience ◽  
Palabras Clave ◽  
The Future ◽  
New Ideas ◽  
New Challenges

RESUMEN: ntendemos la creatividad como destreza adquirible, como un rasgo del que participan todos los seres humanos, aunque precise ser cultivada. La capacidad de ser creativo es una mezcla de conocimientos, actitudes y habilidades que se pueden conseguir mediante la práctica. Se trata de hacerse con nuevas ideas, saliendo de las rutas trazadas, por la experiencia para conseguir nuevos productos. Desde la escuela es necesario estimular la creatividad para poder afrontar los retos que hoy se plantean, en los distintos ámbitos de la realidad, dando solución a los nuevos problemas. Eeducar para la creatividad es una estrategia de futuro. Palabras clave: creatividad, innovación, educación, creencias, actitudes.ABSTRACT: This paper conceives creativity as an acquirable skill, as a trait shared by every human being. Hhowever, creativity must be developed: the ability of being creative is a blend of knowledge, attitude and skills that can only be learnt through practice. It is about having new ideas and departing from habitual pathways traced by everyday experience in order to obtain new outputs. It is essential to stimulate creativity in school in order to be able to handle efficiently today’s new challenges, which present themselves in different areas of our lives. Teaching creativity is therefore a strategy for the future. Key words: creativity, innovation, education, knowledge, attitude.SOMMAIRE: Nous définissons la créativité comme une habilité que l’on peut atteindre, comme un attribut auquel tous les êtres humains participent, même si elle a besoin d’être cultivée. La capacité d’être créatif est un mélange de connaissances, d’attitudes et d’habilités que l’on peut atteindre moyennant la pratique. Il s’agît de trouver des nouvelles idées, en sortant des chemins existants, à travers l’expérience afin d’obtenir de nouveaux produits. Dès l’école il est nécessaire de stimuler la créativité pour pouvoir affronter les défis actuels, dans les différents domaines de la réalité en apportant des solutions aux nouveaux problèmes. Eenseigner la créativité, c’est une stratégie pour l’avenir.

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