An Introduction to Everyday Aesthetics in Education

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dc.catalogadorjwg
dc.contributor.authorMarini, Guillermo
dc.date.accessioned2024-05-07T20:30:24Z
dc.date.available2024-05-07T20:30:24Z
dc.date.issued2021
dc.description.abstractThe 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 daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of "school aesthetic matrixes" and "space and place in school". School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such asprison school,home school,mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life.
dc.description.funderChilean National Agency for Research and Development through the Grant ANID FONDECYT
dc.fechaingreso.objetodigital2023-10-02
dc.format.extent12 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/s11217-020-09740-x
dc.identifier.eissn1573-191X
dc.identifier.issn0039-3746
dc.identifier.urihttps://doi.org/10.1007/s11217-020-09740-x
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85492
dc.identifier.wosidWOS:000570030100001
dc.information.autorucEducación;Guillermo Marini;S/I;1010255
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final50
dc.pagina.inicio39
dc.publisherSPRINGER
dc.revistaSTUDIES IN PHILOSOPHY AND EDUCATION
dc.rightsacceso restringido
dc.subjectSensory perception
dc.subjectEveryday aesthetics
dc.subjectSchool aesthetic matrixes
dc.subjectSpace and place in school
dc.subjectPedagogical experience
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleAn Introduction to Everyday Aesthetics in Education
dc.typeartículo
dc.volumen40
sipa.codpersvinculados1010255
sipa.trazabilidadWOS;05-06-2021
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