미적 태도, 미적 체험의 개념 이해와 미술교육적 논의

• 영문명: For a Comprehension on the Notions of the Aesthetic Attitude and of the Aesthetic Experience in Art Education
• 발행기관: 한국조형교육학회
• 저자명: 이은적
• 간행물 정보: 『조형교육』제21호, 189~209쪽, 전체 21쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2003.01.01

영문 초록

The essential notions in Art Education's purposes are the 'aesthetic attitude', the 'aesthetic experience', the 'aesthetic judgement', etc. Art Education should to aid in developing the 'aesthetic attitude' and the 'aesthetic judgement' in the 'aesthetic experience'. The aesthetic perception is explicated in terms of the 'aesthetic attitude', which determines our way to perceive the art-work. The notion 'disinterestedness' of Kant is the big leitmotif which pass through the Aesthetic obstinately. In the works of J. Stolnitz, the 'aesthetic attitude' is defined as the disinterested attention and the contemplation which we give to any object for itself, excluding the cognitive, practical and moral interests. But, the concept of the disinterested attention is opposed by many philosophers, especially G. Dickie, Dewey, H. R. Jauss and J.-M. Schaeffer whose arguments I borrowed. For them, the theories which isolate the art and its appreciation by situating them in autonomous kingdom, and disconnect them from the other modes of experience, are not inherent at the subject, but are proceeded from the specific extrinsic conditions. Their arguments extend the aesthetic experience to the total of human sphere. This extension brings the big richness to Art Education. It is an excellent idea to clarify that the art engages in many human functions, beginning with the sensibles functions and not forgetting the intellectuals functions. Therefore, the art will be the occasion of total human education, that is, experience of integrating the different dimensions of human being.

키워드

미적 태도(aesthetic attitude), 미적 체험(aesthetic experience), 미적 지각(aesthetic perception)