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Acutum ingenium. Asteiologiczny motyw w estetyce i sztuce

100%

Piotrowski K.

Estetyka i Krytyka

2012

issue 1(24)

151-168

How to read out the work of A.G. Baumgarten after Duchamp’s anesthesia? The author of this interpretation of aesthetics as asteiology (Greek: asteidzomai – to be witty) seeks to reconstruct the foundations of aesthetic thinking as the art, science and paideia of wit, and he proves that the category of acutum ingenium occupies the central role in Baumgarten’s aesthetics. From Quintilianus to Kant wit (ingenium) was comprehended as a form of invention, cognition, expression and a talent for social communication, and in Baumgarten’s asteiology as the ideal (habitus) of arts and sciences. Raising the issue of asteism (Greek: asteísmos) as a mental process in the Polish art, starting with – nomen omen – the wit of Witkacy, we have to make use of a normative model of asteic intelligence. This is the author’s answer to the wit – often without asteism – of the contemporary post-art, post-aesthetics or post-philosophy.

ЛОГИЧЕСКОЕ И ЭСТЕТИЧЕСКОЕ МЫШЛЕНИЕ КАК ОСНОВА РАЗВИТИЯ ХУДОЖЕСТВЕННОГО СОЗНАНИЯ ЛИЧНОСТИ

72%

Шевцова А., Конек О.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 6(60)

203-212

In the paper we analyze the forms of work on the development of the aesthetic (figurative) thinking in preschool and school education. It is notable that the modern methods of teaching different disciplines are oriented mostly towards the development and improvement of the logical foundations of mental activity of the student, while, according to modern psychologists and philosophers, the highest form of knowledge is an artistic (aesthetic) thinking. Firstly, we define the meaning and the scope of the notion of «artistic perception», propose its content-structural diagram, and focus on the fact that the formation of readiness for the artistic perception of the world should be the main task of school education, as it involves the development of all the aspects of the personality: emotional and sensual, logical, aesthetic, creative and critical. Secondly, basing on the analysis of methodological literature on preschool education, we show that during the development of preschool children’s mental readiness, the work with the conceptual content of the word, on the one hand, and, the work on the development of art (figurative) thinking, on the other hand, are both important. It helps to preserve continuity in dealing with the development of abilities of the artistic perception between preschool and primary school. At the same time, we observe episodic nature of work aimed at the development of artistic consciousness in the middle and elder stage. Thirdly, we show the relevance of the problems of development of system of tasks that contribute to the development of individual’s artistic consciousness; tasks that involve functional analysis of artistic declamation; tasks on comprehension; the ones that require the analysis of the author's thoughts development; tasks that contain questions of how? and why?; the ones with orientation on slow reading; the ones with orientation to trace the birth of the artistic image by analyzing the text means aimed at the development of a reflexive consciousness of the person. In conclusion we emphasize that commitment to the artistic perception allows a person to create not only a contemplative aesthetic image of the world, but also to go beyond the stereotypical, one-dimensional thinking, to promote the formation of philosophical and aesthetic view of the world.

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1 Estetyka i Krytyka

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Piotrowski K.

1 Конек О.

1 Шевцова А.

1 2016

1 2012

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Acutum ingenium. Asteiologiczny motyw w estetyce i sztuce

ЛОГИЧЕСКОЕ И ЭСТЕТИЧЕСКОЕ МЫШЛЕНИЕ КАК ОСНОВА РАЗВИТИЯ ХУДОЖЕСТВЕННОГО СОЗНАНИЯ ЛИЧНОСТИ