Corporeal Linkages between Ethics and Aesthetics as a Task of General Education (Didactics)

• The focus of this contribution is on aesthetic perceptions as practical conditions for learning. More precisely, the implications of the hypothesis of Böhle et al. (2004) on the development of competences will be examined by revealing its parallels to the educational impacts of perception-oriented artworks. According to these authors, the concept of competence has a strong impact also of ethical perception. The relation between aesthetic and ethical perceptions as practical conditions for learning and thus as educational objectives will be examined within the field of Pedagogical Anthropology, here from the body-phenomenological perspective. Moral standards that regulate right and wrong conduct are here measured towards the fact of different images of people. In a situation of moral challenge the question becomes virulent how to adjust one´s image of people to one´s new experiences. This learning and the ability to adaption competence is regarded as central for ethical perception and competence. It is argued that the interpretation of artworks can support such learning and competence-development. Artworks are thus introduced as general didactical means. With the help of the description of an exemplary artwork the phenomenological approach to learning will be deepened and its ethical dimensions will be pointed out. The investigation of the corporeal linkages between ethics and aesthetics as task of education shall pave the way also for further research on learning theories and didactics

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Competences

Phenomenology

aesthetics

ethics

Pedagogical Anthropology

Pedagogics and Educational Sciences

Pedagogik och Utbildningsvetenskap

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)