CULTURE AS PASTIME
Text topic: Art Pedagogy - Actual Questions
- Art
Text author: Бојана Шкорц
Dominant models of knowledge, human being and culture have been discussed from the humanistic aspect of their effects on education. Simplified psychological models now in use in education, treat knowledge as linear enhancement of memory, children development as acquisition of adult role, and human being as a homo faber, emotionless, cognitive creature. That way, importance of developmental and interactive nature of culture and art are not recognized. Practical consequences are affecting education outcomes, and are especially significant in the fields of art and creative education. Art is minimally included in the curricula and if at all, it is mainly represented by art history with passive learning as basic process. Instead of that, active, explorative interaction is needed in order to establish not only child – art relation, but also child – culture and child – science relations. At the same time, transformation of a teachers’ role, shift from knowledge presenter toward interactive partner is needed. These are preconditions not only for the improvement of education, but for the general change in understanding culture and its significance in child development and the development of the society in general.