Bibliografie tematiche / Arts – study and teaching – philosophy

Letteratura scientifica selezionata sul tema "Arts – study and teaching – philosophy"

Autore: Grafiati

Pubblicato: 25 luglio 2024

Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "Arts – study and teaching – philosophy"

Dong, Na, e Yueling Wang. "A Study of British and American Literature Teaching Based on KUD Pattern". Yixin Publisher 1, n. 5 (30 novembre 2023): 87–93. http://dx.doi.org/10.59825/jet.2023.1.5.87.

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The changes in the demands of foreign language talents caused by the development of the times are in contradiction with the unchanged teaching pattern of British and American literature teaching, which causes this course to be marginalized gradually and leads to the decreased sense of fulfillment of both students and teachers. However, in the New Arts construction and the course philosophy construction, the importance of this course is explicitly highlighted. Therefore, the course of foreign literature for English majors needs reformation urgently. KUD pattern is important part of Concept-Based Curriculum and Instruction and contends setting teaching objectives of three levels: K (knowledge), U (understanding), and D (doing) to govern the whole teaching plan. KUD pattern can grant foreign literature course for English majors clear teaching objectives, enabling the teaching experiences centered on students and contributing to the course philosophy teaching and evaluation.

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Alotaibi, Badr, e Emad Alzahrani. "Obstacles of Teaching Philosophy for Secondary School Students in the Kingdom of Saudi Arabia". Dirasat: Human and Social Sciences 49, n. 6 (30 dicembre 2022): 132–47. http://dx.doi.org/10.35516/hum.v49i6:.3996.

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This study aims to explore cultural and pedagogical obstacles that abstain philosophy teaching at secondary schools according to the perspectives of the teachers who teach philosophical and critical thinking courses in the Kingdom of Saudi Arabia (KSA). For achieving the study objectives, the researcher followed a descriptive- survey method with a study population of (200) teachers, male and female, who was teaching the skills of philosophical and critical thinking course. The study most important results achieved by the study included; finding a set of cultural and pedagogical obstacles to abstain the teaching of philosophy at secondary schools foregrounding the ambiguity of philosophy concepts among the community individuals, besides the absence of professional preparation for the teachers of such courses in the stage of pre-service in teaching. The study was concluded with a set of recommendations includes; urging local media to introduce positive content in regard to philosophy, urging the seminars of philosophy spread in KSA to introduce periodical lectures and symposia simplifies the concept of philosophy to the community in collaboration with the Ministry of Education, introducing of levels-training-courses in regard to the skills of philosophical and critical thinking to teachers in partnership with the private national institutions, finally the study recommends inaugurating of philosophical departments at Saudi universities to support the movement of philosophy in general and support the movement of philosophy education in KSA.

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Muhammad Sutoyo. "PRACTICING VALUES OF PHILOSOPHICAL SUFISM IN THE PENCAK SILAT OF BROTHERHOOD FAITHFUL HEART OF TERATE". European Journal for Philosophy of Religion 15, n. 1 (16 marzo 2023): 1–18. http://dx.doi.org/10.24204/ejpr.2023.4110.

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Purpose: Pencak silat has been a part of Indonesia's cultural heritage imparting lessons in Islamic morality, in addition to self-defense, cultural arts, sports, and mental and spiritual training. Members are trained in these skills along with Islamic religious lessons and the Sufi philosophy. Previous studies have however shown a grey side of pencak silat, which involved violence with other groups, and not the Sufi and the spiritual teachings. The current study, therefore, aimed to examine the Sufism in PSHT’s pencak silat and how its members practiced the teaching of Sufism and Islamic philosophy. Qualitative ethnographic research approach was used, with observation, semi-structured interviews, and documentation as data collection instruments. Finds show that Sufism in PSHT means mastering a control over heart or mind, showing good behavior, de-radicalizing religion, and learn the meaning of life to develop spiritual intelligence. It was also evident in the study that Sufism can strengthen Muslim members' faith and aqidah as it also teaches religious tolerance towards non-Muslims. It strengthens inner relationships, builds noble character, preserves nature and peace, and increases ma'rifah knowledge by drawing closer to God. This research recommends that the government should support mental spiritual, cultural arts, martial arts, and sports in all pencak silat organizations in Indonesia and preserve the cultural heritage to benefit the nation, state, and society

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Château, Dominique. "Etienne Souriau : a dialogue between ontology and aesthetics". Aisthesis. Pratiche, linguaggi e saperi dell’estetico 15, n. 2 (6 febbraio 2023): 5–13. http://dx.doi.org/10.36253/aisthesis-13913.

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In addition to being a great aesthetician who established the teaching and research of aesthetics in France, Étienne Souriau is an important philosopher, notably for his contribution to ontology. His aesthetics and his ontology are closely entangled. The purpose of this article is to study the relationship between these two rings, in this case inseparable, but distinct, of philosophy. We will use a comparison with the phenomenology of Charles Peirce, relevant insofar as, by different ways, art for the first one, semiotics for the second one, the two philosophers participate in a theory of the representation.

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Zheng, Jie. "BECI System of Business English Reading and Writing". Journal of Law and Sustainable Development 12, n. 1 (19 gennaio 2024): e2655. http://dx.doi.org/10.55908/sdgs.v12i1.2655.

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Purpose: This study puts forward the BECI system under the background of Chinese new liberal arts construction and the guidance of postmodern philosophy and the blended teaching mode in order to sustainably improve students’ Business English Reading and Writing ability and cultivate Business English compound talents who meet the market demand. Theoretical framework: The research makes use of post-modern philosophy and blended teaching mode to explore the BECI system. Design/ methodology/ approach: The BECI system teaching mode integrates traditional teaching and digital teaching, and uses information technology, online and offline, multi-modal teaching and process assessment mechanism to comprehensively improve students’ participation and subjective learning status, and cultivate their good study habits. Findings: BECI system is market-demand-oriented, student-centered and teacher-scaffolded, which includes business knowledge, English knowledge, cross-cultural knowledge and ideological and political knowledge, and advocates the mutual promotion of Business English Reading (input) and Business English Writing (output). Research, Practice & Social Implications: The research not solely solves some problems, such as complicated teaching content and low learning efficiency of students, Business English Reading and Writing facing with, but also endows learners with the sustainable Business English Reading and Writing ability and good study habits.

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Ullah, Kaleem, Javed Mustafa e Sareer Badshah. "Gender-wise Perception of Graduate and Undergraduate Students about the Quality of Teaching: A Study of Islamia College, Peshawar". Liberal Arts and Social Sciences International Journal (LASSIJ) 1, n. 1 (31 dicembre 2017): 10–19. http://dx.doi.org/10.47264/idea.lassij/1.1.2.

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This article focuses on a cross sectional research study for assessing quality of teaching which has been conducted in Islamia College Peshawar, a chartered University in Khyber Pakhtunkhwa Pakistan. The researchers collected data via structured questionnaire from 497 students of undergraduate and graduate level including Bachelor of Studies (BS), Master of Arts (MA), Master of Science (MSc) and Master of Philosophy (MPhil) of 13 departments of the said university. For analysis of data, descriptive statistics and chi-square test were applied using SPSS version 16. The analysis shows that students` high satisfaction level is above 60% and low satisfaction level is below 40%. The satisfaction level of male and female were significantly different about quality of teaching. This study recommends that teacher should update their knowledge, use new teaching methods, explain topic with daily life examples, encourage students, show answer books after marking, provide guidance, be fair and complete course on time for the enhancement of students’ satisfaction level.

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Rodny-Gumede, Ylva. "A teaching philosophy of journalism education in the global South: A South African case study". Journalism 19, n. 6 (30 giugno 2016): 747–61. http://dx.doi.org/10.1177/1464884916657516.

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This article sets out a teaching philosophy of journalism education in South Africa based on four assertions: re-affirmation of the role of journalism in democratic processes, the need for comparative studies and research-led teaching, journalism as active citizenship and journalism as a reflexive practice. These assertions are considered within the context of the role of the news media in a young democracy, with a particular focus on South Africa and post-colonial societies in the global South. As such, I hope to contribute to a debate around journalism education grounded in local realities rather than imported Western normative conceptualizations of the role and function of the news media and what the study of the news media in this particular context can offer not only the context that it serves but also the discipline itself.

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Shine, Laura, e Scott Hessels. "Extreme environments: An educational framework for arts-based field research". Social Science Information 60, n. 4 (11 novembre 2021): 583–609. http://dx.doi.org/10.1177/05390184211054295.

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Field station research locations offer scientists isolation and immersion for more precise statistical analysis of climate change and environmental damage. As more art/science initiatives develop in academia, art students are gaining access to difficult scientific research sites and using the experience to fuel creative strategies. The methodology for offering a course that taps these into possibilities for the teaching of creativity remains little explored. Through a case study at the School of Creative Media in Hong Kong, this article examines how student expeditions that work adjacent to environmental scientists in extreme environments can be used for the teaching of creativity and artistic process as well as informing a larger public on climate issues. The structure of the program with detailed descriptions of sequenced proficiencies is presented. Both pedagogical philosophy and logistic issues will be discussed through the set-up and organizational structure of the course, the variety of teaching materials, assignments, dissemination and finally the exhibition and impact of the students’ work. Using scientific resources with the goal of artistic interpretation, the pedagogy is designed to respond to the emerging potential of digital technologies in creative media. The results, both for the students and the public, demonstrate multimodal approaches that offer broader possibilities for learning and outreach that are both scalable and transferable.

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Lee, Irene Eunyoung. "A Case Study of Experience-Based Liberal Arts Curriculum Converging Music Listening and Philosophical Thinking". Korean Association of General Education 17, n. 6 (31 dicembre 2023): 207–19. http://dx.doi.org/10.46392/kjge.2023.17.6.207.

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For current college students and later generations, it was natural to communicate through digital network-based smart media from childhood. Furthermore, amid the COVID-19 era, they became more familiar with the non-face-to-face communication culture in their daily lives. In the future, when they act as the main contributors of society, the advanced AI technology will replace human work more than it has already. Thus, this future social environment makes us recognize the crisis of human dominance, competitiveness, and the loss of our humanity. It is no wonder then that there is a growing voice among educators to emphasize teaching students to strengthen their creativity, communication, and collaboration skills, and to enhance their human emotional intelligence. The purpose of this paper is to present a course example of how to cultivate feeling, intuition, insight, and thinking for ordinary college students in the university with the aim of fostering learners' humanity, emotions, and creativity. In other words, this study introduces examples of designing, operating, and improving a new convergent general elective college course that combines the experience of art appreciation through music listening and the conceptual learning of ideas in the fields of art and philosophy as a class model for holistic education. After operating the first semester in face-to-face lectures, the teaching method was revised to combine face-to-face and non-face-to-face lectures, otherwise known as “Blended Learning”. After running the second semester of a revised curriculum, analysis of this study was conducted to derive educational meaning and values out of the two courses by identifying and comparing the class reactivity, quality, and artistic characteristics of each semester. It is believed that some educational utility and teaching implications obtained in the process of improving and operating these subject designs will prove useful as a reference for course model design and experience-oriented evaluation of some experience-based art elective subjects.

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Kyrylenko, Kateryna, Viktoriia Stratiuk, Liudmyla Boiko, Olesia Beniuk e Olena Kunderevich. "USAGE OF THE MOODLE PLATFORM FOR THE PURPOSE OF FORMATION OF COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING THE PHILOSOPHY COURSE IN HIGHER EDUCATION INSTITUTIONS". Psychological and Pedagogical Problems of Modern School, n. 2(6) (21 dicembre 2021): 59–72. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247531.

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The purpose of the article is to substantiate the expediency of directing the computer-oriented learning environment to the formation of communicative competence of the future graduate of the higher education institutions. The forms of work of the university lecturer with students in the direction of formation of the communicative educational environment are described, on the example of the use of computer-based learning tools of the Moodle platform, in the process of teaching the “Philosophy” course. The following research methods are used: pedagogical observation, monitoring, analysis, generalization, concretization, systematization. The scientific novelty of the research is to study the communicative capabilities of the Moodle learning platform, ways of using them in teaching the “Philosophy” course in the university in order to form the communicative competence of future graduates and highlight the relevant experience of the Department of Philosophy and Pedagogy of Kyiv National University of Culture and Arts (KNUC&A) in attracting them to work with students. The necessity of the formation of communicative competence as the basic integral characteristic of the person, the direction of educational and training activity of the university of any profile in this direction is substantiated. It is demonstrated that the subject content of the “Philosophy” course provides the formation of communicative competence at the theoretical and practical levels. It has been studied out that Moodle platform helps to create an integrated learning environment with well-established interaction of all participants, to form the communicative competence of future graduates. Keywords: competency approach; communicative competence; computer-oriented learning environment; Moodle platform; empathic relationships; dialogic educational model; teaching the “Philosophy” course; educational experience of KNUC&A.

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Tesi sul tema "Arts – study and teaching – philosophy"

Hood, Emily Jean. "Creative Matter: Exploring the Co-Creative Nature of Things". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404623/.

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This dissertation is about new materialism as it relates to art education. It is a speculative inquiry that seeks to illuminate the interconnectivity of things by considering the ways in which things participate in generative practices of perceiving and making. To do so, the dissertation pioneers an arts-based methodology that allows for broad considerations about who and what can be considered an agent in the process of art making. In this inquiry, the researcher is an artist-participant with other more-than-human and human participants to construct an (im)material autohistoria-teoría, a revisionist interdisciplinary artwork inspired by the work of Anzaldúa. The term w/e is developed and discussed as new language for expanding upon Braidotti's posthumanist subjectivity. New theories called thing(k)ing (including found poetry) and (im)materiality are discussed as movements towards better understanding the contributions of the more-than-human in artmaking practices.

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Dodson, Susan W. "An examination of the sources and practice of art as transformation : a case study of Peter London's philosophy and teaching process /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924880.

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Silva, Luis Fernando Lima e. "Dimensões curriculares do ensino de filosofia: uma interlocução com a arte". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20587.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-09T11:21:06Z No. of bitstreams: 1 Luis Fernando Lima e Silva.pdf: 1714700 bytes, checksum: 99c243ae918a1ceffa24a8363b3a2bf2 (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present research has as central focus the teaching of Philosophy in interlocution with Art. This study aims to investigate the curricular dimension of the discipline of Philosophy throughout history, as well as the potential of the object of Art and its formative character in Philosophy. The understanding of Art as a communicative, perceptive and reflexive resource in the educational process in Philosophy is emphasized as presupposing in this dimension, being this one conceived in a dialogical way and having the teacher as an important mediator of that process. In this bias, the hypothesis is assumed that the treatment given to the object of Art in the classroom can exceed the usual sense of illustration or sensitization and characterizes the teaching of Philosophy supported in the interlocution of knowledge. The reflections developed on the meaning of Art in the teaching of Philosophy, have repercussions on an exploratory process on the role of didactic book in the process of interlocution of knowledge. The investigations were carried out having as object the didactic book Filosofia: experiência do pensamento (2014), since it contains subsidies for a critical reading on the interlocution between Art and Philosophy, given its differentiated structure in the presentation of the philosophical problems that brings a considerable number of pieces of Art used in the formative process in Philosophy. The analysis has as premise that the didactic material reflects educational intentionalities and it i still an instrument that subsidizes teaching practices. Finally, the research recognizes the place of aesthetics as a language that provides knowledge through art, not only restricted to the contemplation or apprehension of beauty, but rather as an important element in the process of building philosophical knowledge
A presente pesquisa tem como foco central o ensino de Filosofia em interlocução com a Arte. Este estudo se propõe a investigar a dimensão curricular da disciplina de Filosofia ao longo da história, assim como o potencial do objeto de Arte e seu caráter formador em Filosofia. Enfatiza-se como pressuposto nessa dimensão a compreensão da Arte como recurso comunicativo, perceptivo e reflexivo no processo educativo em Filosofia, sendo este concebido de modo dialógico e tendo o professor como importante mediador de tal processo. Neste viés, assume-se a hipótese de que o tratamento dado ao objeto de Arte em sala de aula pode ultrapassar o sentido usual de ilustração ou sensibilização e caracteriza o ensino de Filosofia respaldado na interlocução de saberes. As reflexões desenvolvidas sobre o significado da Arte no ensino de Filosofia, repercutem em um processo exploratório sobre o papel do livro didático no processo de interlocução de saberes. As investigações foram realizadas tendo como objeto o livro didático Filosofia: experiência do pensamento (2014), por conter subsídios para uma leitura crítica sobre a interlocução entre Arte e Filosofia, dada sua estrutura diferenciada na apresentação das problemáticas filosóficas que traz um número considerável de peças de Arte utilizadas no processo formativo em Filosofia. As análises têm como premissa que o material didático reflete intencionalidades educativas e ainda é um instrumento que subsidia práticas de ensino. Por fim, a pesquisa reconhece o lugar da estética enquanto linguagem que propicia um conhecimento por meio da Arte, não restrito à contemplação ou à apreensão do belo, mas sim, como um elemento importante no processo de construção de saberes filosóficos

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Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.

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The unresolved nineteenth-century debate--"is rhetoric an art or a science?"--hashindered our attempt to establish an inclusive research paradigm for rhetoric and composition. The newly dominant paradigm is quickly narrowing to prefer the qualitative designs that suit our literary ideals, relieve our math and statistics anxiety, and fulfill political ideologies. Such qualitative work has given us great insight into the mind of the researcher, a stronger voice to the individual, and a powerful tool for groups traditionally oppressed by our field.At the same time, however, our field needs quantitative research that examines the scope of certain issues or that tests the effectiveness of solutions to problems, and we should remain prepared to understand such research from other fields. But the quantitative/qualitative division in composition cannot be healed through "methodological pluralism" or by examining the epistemologies governing those methodological choices.A Contextualist Theory of Epistemic Justification (Annis, 1978) provides a new lens through which we may recontextualize the competing epistemologies our field has outlined, providing a new decision-making framework through which we may appreciate the intersection of research issues (issue/question, purpose, method, and publication) and rhetorical issues (writer, audience, and subject) that form the varied contexts for our work: contexts highlighted in a matrix of questions representing a Contextualist Research Paradigm for Rhetoric and Composition.To illustrate such a paradigm, Eileen Oliver's (1995) "The Writing Quality of Seventh, Ninth, and Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Writing Prompts Make a Difference?" is reprinted with an interview with Oliver, in which she detailed the context for her study. To further demonstrate a Contextualist Paradigm at work, my own study--"Red Ink / Blue Ink: Does it Really Make a Difference?"--responds to the largely untested anecdotal evidence that discourages writing teachers' use of red pens.A Contextualist Research Paradigm is necessary for composition to heal the artificial divisions between qualitative and quantitative research, to direct our attention fully to context rather than politics, form, and numbers, and to conduct not only the research we like, but also the research we and our students need.
Department of English

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Barnes, James L. "An international study of curricular organizers for the study of technology". Diss., Virginia Tech, 1987. http://hdl.handle.net/10919/37284.

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The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders. A Thurstone and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social ,and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control).
Ed. D.

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Savoie, Alain. "Le désintéressement comme valeur de base de l'art et de son enseignement : Bergson contre Nietzsche". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36770.

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Most adult human activities reflect a moral position. This thesis aims to show that art, as one form of human endeavour, follows suit. Consequently, art education should reflect this connection. In this thesis I make a philosophical investigation of one possible approach to art education. Furthermore, to be reflective of western society's emphasis on personal autonomy and authenticity, I contend that the only appropriate moral stance in education should be intuitive, non-calculating and non-utilitarian.
In order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art.
In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.

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Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

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Spičanović, Vladimir. "Beyond the anti-aesthetic". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20473.

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This thesis is a critical examination of postmodernist pedagogy currently used in the education of visual artists. It is particularly concerned with the teaching of the traditional disciplines of painting and drawing within a postmodern context. My hypothesis is that the teaching of visual arts within a postmodern orientation more or less relies on an anti-aesthetic stance that is content-centered, with an insistence on critically and politically aware art. The overall objective of this thesis is twofold: First, to generate some questions and ideas that could be of assistance to post-secondary art instructors. Second, to establish a framework for an extended qualitative research that will address the impact of postmodernism on education of artists. The title "beyond the anti-aesthetic" does not necessarily present itself as a negation of the postmodernist paradigm. It identifies a need to revitalize visual art instruction within the postmodern model, to re-address the interplay between form and content in visual art and enhance critical thinking.

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Mercader, Victor. "Study of the ethical values of college students". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001545.

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Belluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.

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This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.

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Libri sul tema "Arts – study and teaching – philosophy"

Fabius, Jeroen. Theory, arts, practices. Arnhem: ArtEZ Press, 2017.

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Daichendt, G. James. Artist-teacher: A philosophy for creating and teaching. Bristol, UK: Intellect, 2010.

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Lutters, Jeroen. Teaching objects: Studies in art-based learning. Arnhem: ArtEZ Press, 2015.

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Eisner, Elliot W. Reimagining schools: The selected works of Elliot Eisner. London: RoutledgeFalmer, 2005.

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1963-, Vorst Claudia, a cura di. Ästhetisches Lernen: Fachdidaktische Grundfragen und praxisorientierte Konzepte im interdisziplinären Kontext von Lehrerbildung und Schule. Frankfurt am Main: P. Lang, 2008.

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Feldman, Edmund Burke. Philosophy of art education. Upper Saddle River, N.J: Prentice-Hall, 1996.

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Jain, Elenor. Das Prinzip Leben: Lebensphilosophie und ästhetische Erziehung. Frankfurt am Main: Peter Lang, 1993.

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Mollenhauer, Klaus. Umwege: Über Bildung, Kunst und Interaktion. Weinheim: Juventa, 1986.

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Richmond, Stuart. Landscapes of aesthetic education. Newcastle upon Tyne: Cambridge Scholars, 2009.

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Varto, Juha. Basics of artistic research: Ontological, epistemological and historical justifications. Helsinki: University of Art and Design Helsinki, 2009.

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Capitoli di libri sul tema "Arts – study and teaching – philosophy"

Zazzali, Peter. "The Entrepreneurial Actor: A Study of Training Programs in Anglophone Countries Abroad". In New Directions in Teaching Theatre Arts, 175–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_11.

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Dionne, Rich. "Problem-Based Learning and Studio Instruction in Theatre Technology: A Case Study". In New Directions in Teaching Theatre Arts, 251–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89767-7_15.

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Grabiner, Judith V. "The Role of Mathematics in Liberal Arts Education". In International Handbook of Research in History, Philosophy and Science Teaching, 793–836. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_25.

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Templeton, Shane, e Donald R. Bear. "Word Study, Research to Practice: Spelling, Phonics, Meaning". In Handbook of Research on Teaching the English Language Arts, 206–31. Fourth edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315650555-9.

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Hiralaal, Anita, Refilwe Matebane e Kathleen Pithouse-Morgan. "Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends". In Teaching, Learning, and Enacting of Self-Study Methodology, 295–312. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_26.

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Kinsella, Claire, Linda K. Kaye e Dave Putwain. "Can Arts-Based Education Help Re-Engage Excluded Learners? A Case Study of an Arts-Based Programme Aimed at Enhancing Educational Engagement". In Creative Education, Teaching and Learning, 290–306. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_27.

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Edge, Christi U., e Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education". In International Handbook of Self-Study of Teaching and Teacher Education Practices, 779–821. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_27.

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Kelemen, Jozef, e Peter Mikulecký. "Changing philosophy of teaching artificial intelligence a case study". In Artificial Intelligence in Higher Education, 71–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_9.

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Žonca, Milan. "Menaḥem ben Jacob Shalem and the Study of Philosophy in Late Medieval Prague". In Studying the Arts in Late Medieval Bohemia, 27–47. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.sa-eb.5.122631.

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Kosnik, Clare, e Clive Beck. "The Impact of a Preservice Teacher Education Program on Language Arts Teaching Practices". In Making a Difference in Teacher Education Through Self-Study, 243–59. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3528-4_15.

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Atti di convegni sul tema "Arts – study and teaching – philosophy"

Schumann, William. "BLACK MOUNTAIN COLLEGE SEMESTER: (RE) LEARNING EXPERIMENTATION IN ARTS AND CULTURE EDUCATION". In 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0102.

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Black Mountain College Semester (BMCS) was an interdisciplinary teaching and public education project implemented in 2018 at Appalachian State University in mountainous western North Carolina, USA. BMCS drew over 30,000 attendees and participants despite the rural character of the project area. Based on the experimental pedagogy of the influential Black Mountain College (1934=1963), the ten-month, multi-sited BCMS project sought to create intentional spaces of interdisciplinary collaboration–bringing the humanities, social sciences, arts, and design sciences into conversation–but more importantly, to facilitate the development of experimental cross-disciplinary and academic-public collaborations independently of the project leadership team. This paper offers a brief overview of Black Mountain College, followed by a discussion of the decentralized project design and the analysis of two project case studies. BMCS planning started with the original College principles of experiential and democratic learning philosophy, which invited participation and collaboration across hierarchical academic silos. Fundamentally, the concept of independent inquiry, not specific project outcomes, drove this process. Faculty, administrators, staff, non-profit leaders, educators, and the public contributed to events as varied as exhibitions, public talks, workshops, publications, theater, music, and curriculum design across four project sites. The first case study describes an interdisciplinary faculty fellowship program, created by project leaders, to support the application of learning concepts from Black Mountain College in university courses. The second describes the process of creating an interactive website linked to three museum exhibitions that extended BMCS into public domains and extra-academic spaces of learning. Broadly, this paper analyzes the process of co-creating methods of experiential learning on and beyond a university campus. Project assessment data is utilized to contextualize public responses to BMCS and discuss future directions for the project.

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Marculescu, Corina. "INSPIRE, CONNECT, PERSUADE: MIX TECHNOLOGY AND ART IN TEACHING PRESENTATION SKILLS". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-011.

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Do what you love. Inspire your audience. Have fun. These are some of the secrets behind the power and the success of Steve Jobs's presentations. As Communication Coach Carmine Gallo points out, while most presenters simply convey information, Jobs inspires; his presentations inform, engage, astound and electrify the audiences. My paper, too, was inspired by Steve Jobs, one of the most extraordinary speakers of our time, as were my EFL seminars and my students (Business and Engineering majors) when watching his videotaped 2007 speech unveiling the iPhone and his famous, memorable Commencement Speech at Stanford in 2005 (one of the greatest reflections on life we have ever heard). Using Steve Jobs's 2007 iPhone launch as a case study, the present paper proposes a humanistic approach of the technology-enhanced teaching of presentation skills, a more humanistic philosophy of teaching in general. Steve Jobs himself strongly believed that the best ideas emerge from the intersection of technology and the humanities. In fact, in today's postmodern world, the boundaries between technology and art are no longer clearly defined. In other words I will show that technology allows a humanistic approach to teaching and that the success of a presentation resides first of all in the human element. It is the passion of the teacher/speaker about the subject, their own personality and naturalness infused into the presentation that inspires the audience. It is the presenter's capacity to make it simple for the audience and to give them a show instead of simply delivering information that engages the audience. Moreover, inspiring presenters like Steve Jobs do not sell a product; they sell an experience, something to enrich people's life. All these are ways of emotionally connecting with the audience; winning the audience over ensures the success of the presentation. Multimedia and Internet technologies allow the teacher to present more information more effectively; students can see and hear things, events, demonstrations, etc. that otherwise would only have been described or explained in a lecture or textbook. However, as shown above, good teaching involves much more than the simple transfer of material or specific skills. In teaching, the major challenge is to convey excitement, to incite curiosity and to provide the students with the psychological incentives they need to work hard. The paper also highlights another significant aspect, namely the analogy between Steve Jobs's technology-aided presentations, building up to a memorable moment, and the art of story-telling. Like Steve Jobs who treats every slide as if it were a piece of poetry, American writer and graphic designer Nancy Duarte knows that it is not about the slides, but about the power of the story. In her book Resonate: Present Visual Stories that Transform Audiences (2010), Duarte assimilates the presentation with a screenplay, using tension, conflict and resolution to connect with the audience, creating, like Steve Jobs, what she calls a STAR moment: "Something They'll Always Remember".

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Li, Jianling. "Explorations of PE Teaching Method Based on Human-oriented Philosophy". In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.141.

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He, Shuqing. "Beauty and Art in the Oriental Philosophy. An Aesthetic Study in the Traditional Chinese Philosophy". In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.20.

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Wijaksono, Prayogi, Martono e Awal Putra Suprianto. "Cultural Study: Ghumah Baghi Philosophy of Besemah Ethnic Society". In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.112.

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Gorodnova, Natalia. "SOCIAL MARKETING AS THE BASIS OF THE MODERN PHILOSOPHY OF TEACHING ECONOMIC DISCIPLINES". In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s03.044.

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Jin, Lijing. "A Preliminary Analysis of the Teaching Reform of Marxist Philosophy in Colleges and Universities". In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.93.

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Zhang, Xiaoyu. "A Study of Cultural Philosophy in the Reform of College English Teaching". In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.41.

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"A Study on Cultural Philosophy in the Reform of College English Teaching". In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.26.

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"A Study on Cultural Philosophy in the Reform of College English Teaching". In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.018.

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Rapporti di organizzazioni sul tema "Arts – study and teaching – philosophy"

Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko e Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.

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