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Understanding Pedagogy by using Aesthetic Analysis
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Pedagogik.
2011 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

The basic assumption underlying this study is that in completing any pedagogical task there is always an aesthetic dimension involved. Three archetypal pedagogical approaches are enacted and examined by focusing on pedagogical activity as a form of Art. The examples are constructed in order to explicate pedagogically “problematic” approaches. The purpose is to understand and enlighten the pedagogical impact of certain behaviors by the using of aesthetic analysis. One suggested result of the study will be to show how hard, or impossible, it is to distinguish between aspects of content and form in any pedagogical process. Another suggested conclusion will be to show how enhanced awareness of, and reflection on, aesthetic considerations in pedagogical contexts usually deemed "non-aesthetic" might serve a useful tool in professional pedagogical development as a teacher.

sted, utgiver, år, opplag, sider
2011.
HSV kategori
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URN: urn:nbn:se:hig:diva-14063OAI: oai:DiVA.org:hig-14063DiVA, id: diva2:615031
Konferanse
Nordisk konferens på Høgskolen i Vestfold, Larvik, Maj 4-5. 2011
Tilgjengelig fra: 2013-04-08 Laget: 2013-04-08 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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