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Harry Broudy's theory of aesthetic e...

Choi, Haeryun.

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Harry Broudy's theory of aesthetic education as general education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Harry Broudy's theory of aesthetic education as general education./
作者:	Choi, Haeryun.
面頁冊數:	119 p.
附註:	Adviser: Ralph C. Page.
Contained By:	Dissertation Abstracts International62-06A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3017048
ISBN:	0493273611

Harry Broudy's theory of aesthetic education as general education.
Choi, Haeryun.

Harry Broudy's theory of aesthetic education as general education. - 119 p.

Adviser: Ralph C. Page.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

This study examines Harry Broudy's justification of aesthetic education as a part of general education. Within the tradition of intellectual discipline centered education, art education has its own rationale as school curriculum. Art education for many decades was practiced with a neo-romantic perspective, the child art approach. We practice two forms of arts education: one is a kind of studio training in performance and the other is focused on appreciation courses. The child art approach regarded itself as essentially self-validating. However, the independency from the justification of academic study of arts education has jeopardized their own survival. Since 1960s, a new movement of arts education has been proposed. The crucial factor in favor of rethinking the child art approach has been the growing realization where the survival of art education is in danger. The nature of arts and the role of arts in mind and general education has been the subject of the study.

ISBN: 0493273611Subjects--Topical Terms:

1018432
Education, Art.

Harry Broudy's theory of aesthetic education as general education.
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245 1 0 $a Harry Broudy's theory of aesthetic education as general education.
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500 $a Source: Dissertation Abstracts International, Volume: 62-06, Section: A, page: 2066.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a This study examines Harry Broudy's justification of aesthetic education as a part of general education. Within the tradition of intellectual discipline centered education, art education has its own rationale as school curriculum. Art education for many decades was practiced with a neo-romantic perspective, the child art approach. We practice two forms of arts education: one is a kind of studio training in performance and the other is focused on appreciation courses. The child art approach regarded itself as essentially self-validating. However, the independency from the justification of academic study of arts education has jeopardized their own survival. Since 1960s, a new movement of arts education has been proposed. The crucial factor in favor of rethinking the child art approach has been the growing realization where the survival of art education is in danger. The nature of arts and the role of arts in mind and general education has been the subject of the study.
520 $a Broudy proposes a conception of aesthetic education that places aesthetic perception as its core, with experiencing art as means to develop perceptive skills and as study of value exemplars, therefore, as humanities education. He also adopts liberal education in modern society as general education. Broudy provides a conception of aesthetic education in the context of theory of general education. Each chapter shows the distinctiveness and significance of images, imagination, and arts in functioning of mind and experience. The influence of images, imagination, and aesthetic experience on thought, cognition, action, judgment, and experience is explained. The distinctiveness of aesthetic experience and aesthetic knowing is explicated.
520 $a Aesthetic education is concerned with development of feeling and value by exemplars and cultivates enlightened cherishing. Aesthetic education orders feeling as the intellectual studies order thought. The aesthetic aspects of experience provide an important access to feeling and therefore to choice and action. The arts are more than a luxury or frill; they are necessary to make the truth existentially significant. Aesthetic education plays its role in providing value possibilities and ideals inherent in the aesthetic realm and its ability to strengthen imaginative perception through aesthetic exemplars. Arts serve as an exhibition or a nondiscursive statement of values import.
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