Estetisk oppdragelse og kunst
Departing from John Dewey’s distinction between means and media aesthetic communication is defined by the medium of presentational symbolism in juxtaposition to discursive symbolism (Susanne Langer). In a next step art is singled out from the family of aesthetic communication as research in the medium of presentational symbolism and contrasted with science as research in der medium of discursive symbolism. Drawing from the aesthetics by Aristotle, Hans-Georg Gadamer and Friedrich Schiller som central traits of art as aesthetic communication are elaborated. In a last step consequences for education and instruction are discussed. It is argued that there can’t exist an educational art since art is concerned with cultural development and with expansion of the cultural horizon, while education is concerned with the individual growth and development of the young and thus subjects art education to these criteria. Here the relevant questions are: Is an artistic content important to the young’s experience? Can this content be connected to the young’s experience? Is the content valuable with respect to the young’s future?
(Published: 14 December 2015)
Citation: H. Hohr. ‘‘Kunst og estetisk oppdragelse.’’ Nordisk tidsskrift for pedagogikk og kritikk,
Vol. 1, 2015, pp. 1-11. http://dx.doi.org/10.17585/ntpk.v1.113
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