Phenomenology as a Tool for Aesthetic Education in the Multicultural College Classroom

The main point of this stage is that students learn to see and discuss the work of art in terms of the strictly formal properties that comprise its sensuous surface counters: no interpretation allowed! "8 The structural discipline imposed by the phenomenological method develops both the percept...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of aesthetic education 1998-04, Vol.32 (1), p.43-48
Main Author: Farrar, Roxanne Claire
Format: Article
Language:English
Subjects:
Acculturation
Aesthetic Education
Aesthetics
Art criticism
Art education
Art galleries & museums
Art history
Art objects
Art teachers
Classroom techniques
Classrooms
Educational equipment
Empowerment
Humanities
Literacy
Multicultural education
Multiculturalism
Multiculturalism & pluralism
Pedagogy
Phenomenological reduction
Phenomenology
Philosophy
Seminars
Students
Teachers
Teaching
Teaching Methods
Undergraduate Students
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The main point of this stage is that students learn to see and discuss the work of art in terms of the strictly formal properties that comprise its sensuous surface counters: no interpretation allowed! "8 The structural discipline imposed by the phenomenological method develops both the perceptive and cognitive abilities of students.9 In a discursively oriented classroom, the discipline of the method develops communication skills which further serve the goal of aesthetic education. In Teaching to Transgress: Education as the Practice of Freedom, bell hooks argues against the "'banking system of education where students are regarded as passive consumers," in favor of a more interactive and engaged style of transformative pedagogy which she describes as a "community of learning":11 Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy... Caring about whether all students fulfill their responsibility to contribute to learning in the classroom is not a common approach in what Paulo Freire has called "the banking system of education" where students are regarded merely as passive consumers.12 It is not enough simply to provide students with an "opportunity" to speak: in all classrooms (but especially in the multicultural classroom), this is a counterproductive attitude.
ISSN:0021-8510
1543-7809
DOI:10.2307/3333207