Cognitive development and artistic-aesthetic education...

Cognitive development and artistic-aesthetic education of a person

The concepts of mind, intellect, and thinking are firmly connected in our minds with scientific activity and traditional learning. This idea gave rise to a very strong stereotype that if we want to develop the thinking of the child and his cognitive sphere as a whole, then we should take care of familiarizing him with the sciences and the methods of cognition of reality adopted in them. And since modern science, of course, trusts logic and recognizes the priority of analytical thinking, then, in order to develop the general mental abilities of the child, we should first of all train it in special methods of logical, analytical thinking.

Art is perceived differently and its educational opportunities. It is generally believed that the interaction of the child with art most influences the development of his creative abilities and general personal improvement. To a large extent this is true, it is unlikely that anyone will come to mind to dispute the idea that art is an important factor in the creative development of the personality, that it, by mobilizing mental forces, deep, inner, often unconscious experiences, has a powerful impact on value orientations, character, I-concept personality. But is it possible to agree that in the development of the child's thinking, art and artistic activity are less important than, for example, mathematics, astronomy, biology or logic.

Being put directly, this question automatically turns into a rhetorical question. But if you look at the approaches prevalent in psychology and, in particular, in pedagogy, an unbiased look at mass educational practice, it is easy to see that the possibilities of art as a means of developing the child's cognitive sphere are clearly underestimated. Moreover, the approach to building relations in the "man-world" system, which dominates in modern culture, is connected by the majority of specialists with representations, where as the main goal and at the same time the means is scientific and technical progress, or orientation to the development of utilitarian technologies.

This attitude has given rise to a special philosophy and pedagogical practice, giving unconditional priority to logic and analytical thinking, where verbal education and training dominate. Visual-efficient and imaginative thinking is evaluated as second-rate "empirical" levels, and intuition is considered as semi-occult, at best - a prototypical form of practical intelligence. As a result, the education of children is primarily associated with the development of the skills to read, write and count, not to do and to feel.

This orientation led to the fact that, consistent with nature, holistic mental education was gradually replaced by narrowly focused, intellectual development and supplemented with elements of art education. This led to the compromise and restriction of ideas about the integrative possibilities of general artistic and aesthetic education and development. And this despite the fact that many psychologists and philosophers emphasize that it is impossible to circumvent sensory-sensory experience in education. The pedagogical attitude toward the development of thinking, the social prestige of intellect and scientific knowledge transforms the aesthetic, in the minds of the majority, into a secondary value. "The joy of the perception of the world in all its sensory diversity," write EM Torshilova and TV Morozova, "the immediacy of the reaction, emotional openness and benevolence in the conditions of the contemporary socio-cultural norm continue to be viewed as childishness or stupidity that must be overcome with age .

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