In my talk I present an approach on how the constitution of interest in a curriculum topic may be empirically studied as it happens in classrooms and how a teacher may support its development. With this aim I introduce two operationalizations, namely aesthetic experience (1) as aesthetic judgments and (2) as taste. These concepts mainly stem from the investigations of John Dewey, Ludwig Wittgenstein and Pierre Bourdieu. Central to the analysis is the continuity of positive feelings and a sense of beauty when learning to cope with the objects of a school subject (conceptually as well as manually) and with a sense of agency and belonging. Examples are given from teaching at the primary, secondary and tertiary levels of education.
19/01/2024Aesthetics and Meaning-Making in Teaching and Learning [2:29:59]123
VN4-2795-2023-2024-01-19In my talk I present an approach on how the constitution of interest in a curriculum topic may be empirically studied as it happens in classrooms and how a teacher may support its development. With this aim I introduce two operationalizations, namely aesthetic experience (1) as aesthetic judgments and (2) as taste. These concepts mainly stem from the investigations of John Dewey, Ludwig Wittgenstein and Pierre Bourdieu. Central to the analysis is the continuity of positive feelings and a sense of beauty when learning to cope with the objects of a school subject (conceptually as well as manually) and with a sense of agency and belonging. Examples are given from teaching at the primary, secondary and tertiary levels of education.