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Understanding Pedagogy by using Aesthetic Analysis
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
2011 (English)Conference paper, Oral presentation with published abstract (Other academic)
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.

Place, publisher, year, edition, pages
2011.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-14063OAI: oai:DiVA.org:hig-14063DiVA: diva2:615031
Conference
Nordisk konferens på Høgskolen i Vestfold, Larvik, Maj 4-5. 2011
Available from: 2013-04-08 Created: 2013-04-08 Last updated: 2013-04-09Bibliographically approved

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CiteExportLink to record
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