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You searched for subject:(The Aesthetic Dimension). Showing records 1 – 2 of 2 total matches.

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1. Κοσμέτος, Ευάγγελος. Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα».

Degree: 2012, University of Patras

Η εργασία αυτή διαπραγματεύεται το Πρόγραμμα «ΜΕΛΙΝΑ» το οποίο θεωρείται πρωτοποριακό στην Ελλάδα διότι προσφέρει, μέσα από τις δυνατότητες της τέχνης, την ευκαιρία για πολλαπλές αναγνώσεις τόσο των γνωστικών αντικειμένων όσο και των συναισθημάτων των μαθητών που μετέχουν στην επικοινωνία. Η κεντρική ιδέα του προγράμματος είναι το παιδί και η αυτοεκτίμησή του, ο σεβασμός στις ανάγκες του, στις ικανότητές του, στους ρυθμούς και στους χρόνους του, στις ιδιαιτερότητές του. Έτσι, το Πρόγραμμα έχει ως βασικό μέσο τις τέχνες για την προσέγγιση των γνωστικών αντικειμένων, αλλάζοντας τη μεθοδολογία του παραδοσιακού σχολείου και δίνοντας απάντηση στο πώς μπορούν να αναπτυχθούν κανονικά και ισάξια οι γνωστικές, συναισθηματικές, ψυχοκινητικές και κοινωνικές δεξιότητες του παιδιού, παράλληλα με την απελευθέρωση της φαντασίας και της δημιουργικότητάς του.

This paper discusses the "MELINA" Project, which is considered innovative because it offers in Greece, through the possibilities of art, the opportunity for multiple interpretations of both the subjects and the emotions of the students involved in communication. The central idea is the child and his self-esteem, respect their needs, their abilities, and the pace of the times, the peculiarities. Thus, the program is a key instrument for the arts approach of disciplines, changing the methodology of traditional school and giving answer to that can grow normally and equally cognitive, affective, psychomotor and social skills of the child, along with the release imagination and creativity.

Advisors/Committee Members: Μουρίκη, Αλεξάνδρα, Kosmetos, Evangelos, Μουρίκη, Αλεξάνδρα, Βάος, Αντώνιος, Σωτηρόπουλος, Λεωνίδας.

Subjects/Keywords: Εκπαίδευση και πολιτισμός; Πρόγραμμα ΜΕΛΙΝΑ; Πολιτισμική ετερότητα στην πρωτοβάθμια εκπαίδευση; Πολιτισμική ετερότητα στον ελληνικό χώρο; Διαπολιτισμική προσέγγιση πολιτισμικής ετερότητας; Επιμόρφωση εκπαιδευτικών; Πολιτισμική αγωγή; Διαπολιτισμική διάσταση μέσα από την αξιοποίηση της τέχνης; Αισθητική αγωγή; Εναλλακτικές μορφές επικοινωνίας και μάθησης; Ρόλος του μαθητή; Ρόλος του δασκάλου; 372.5; Education and culture; "ΜΕΛΙΝΑ" project; Cultural variation in primary education; Cultural variation in Greece; Intercultural approach of cultural diversity; Teacher training; Cultural education; Intercultural dimension through the use of art; Aesthetic education; Alternative forms of communication and learning; Role of the student; Role of the teacher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Κοσμέτος, . (2012). Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα». (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/6102

Chicago Manual of Style (16th Edition):

Κοσμέτος, Ευάγγελος. “Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα».” 2012. Masters Thesis, University of Patras. Accessed September 26, 2020. http://hdl.handle.net/10889/6102.

MLA Handbook (7th Edition):

Κοσμέτος, Ευάγγελος. “Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα».” 2012. Web. 26 Sep 2020.

Vancouver:

Κοσμέτος . Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα». [Internet] [Masters thesis]. University of Patras; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10889/6102.

Council of Science Editors:

Κοσμέτος . Εκπαίδευση και πολιτισμός : Η πρόταση του «Προγράμματος Μελίνα». [Masters Thesis]. University of Patras; 2012. Available from: http://hdl.handle.net/10889/6102


North Carolina State University

2. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to adult educators creating emancipatory learning experiences for their students. It uses phenomenological methods, involving participants as co-researchers in in-depth interviews, prolonged engagement and frequent member checks, to explore the artists' direct experience with the phenomenon. The conceptual framework for this study is found in John Dewey's (1934) Art and Experience with his definition of experience as the interaction of the self and the world, and Herbert Marcuse's (1978) Aesthetic Dimension and his concept of rebellious subjectivity. The theoretical framework rests on critical adult education theory, specifically, critical pragmatism. The study analyzes the philosophical framework, practice, and process of six artists whose paintings promoted an emancipatory response in the researcher. Three themes emerged as significant: 1) thinking and painting; 2) knowing yourself; and 3) trusting the process. "Thinking and painting" describes the complexity of artistic thinking. It involves the dynamics of feeling, seeing beyond the surface and thinking in a way that is open-ended, open to possibilities rather than being pre-planned. "Knowing yourself" is where emancipation happens. It involves knowing why we feel the way we do, the need to keep evolving and growing, being true to the heart and desire to be original, to create something new. "Trusting the process" explores imaginative power. It involves having intentions but not outlining outcomes, problem-solving in context of the whole, and staying spontaneous, allowing things to happen. The study relates the artists' themes to adult educators in an analysis of the connections between art and emancipation, consideration of emancipatory values, learning how to act from what we feel, and how to use the artists' process in our own experiences. It adds to an understanding in the discourse of why and how art is emancipatory and lays a foundation for further research in educators' self reflection, applications to emancipatory practice, methodology, curriculum, evaluation and the development of new ways of teaching and learning. Advisors/Committee Members: Dr. Colleen Aalsburg Wiessner, Committee Co-Chair (advisor), Dr. John M. Pettitt, Committee Co-Chair (advisor), Dr. Diane D. Chapman, Committee Member (advisor), Dr. Richard E. Peterson, Committee Member (advisor).

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed September 26, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 26 Sep 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Sep 26]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.