Open AccessAESTHETIC INTELLIGENCE OF THE TEACHER IN THE CONTEXT OF PEDAGOGICS OF GOOD OF IVAN ZIAZIUN
Author(s) -
Olga Fediy
Publication year - 2018
Publication title -
estetika ì etika pedagogìčnoï dìï
Language(s) - English
Resource type - Journals
eISSN - 2616-6631
pISSN - 2226-4051
DOI - 10.33989/2226-4051.2018.17.176286
Subject(s) - feeling , context (archaeology) , set (abstract data type) , relation (database) , spiritual intelligence , psychology , natural (archaeology) , aesthetics , value (mathematics) , trait , epistemology , sociology , social psychology , emotional intelligence , computer science , art , philosophy , paleontology , history , archaeology , database , machine learning , biology , programming language
The article is dedicated to assessment and evaluation of the philosophical and aesthetic fundamentals of educator’s activity in the era of informational society. The set of fellow contradictions of the contemporary educational system is defined by the author: ultimate uncertainty of the major goal of the educational process alongside with the priorities of educational activity; professional overload of the teacher and lack of one’s attention in relation to the essence of the aesthetic and spiritual self- value of a child.Author of the article offers the effective approach towards addressing of the misbalance in relations between a pupil and modern school – by development of aesthetic intelligence of the educator. The aesthetic intelligence is defined by the scholar as the system-composing trait of an individual, which is mainly oriented on representation of the essential, emotional and spiritual, aesthetically-realized acceptance of the natural aesthetical individuality of a pupil by an educator. Additional emphasis in this context is put on the importance of the pupil’s individually-developed ability for emotionally sensed living of one’s school life.The conceptual basis of the phenomenon of aesthetic intelligence of an educator is investigated in the light of the paradigm of the pedagogics of good (as it is offered by Ivan Ziaziun). The conceptual analysis of the major approaches of Ivan Ziaziun in relation to defining of the major essence of aesthetical and substantial contents of the aesthetic feelings is conducted. The set of such feelings cerates the fertile background for the spiritual and aesthetic area of educator’s activity. In addition aesthetic feelings fulfill the logics of the pedagogical actions with their sense and in such manner, strengthen the power of such actions in the process of achievement of an excepted outcome from such educational activity.The aesthetic feelings create the background for the strong spiritual and intelligence-based relations between a Teacher and a Pupil. Actualization of the aesthetic both in the context of the educational process and in the process of formation of the aesthetic intelligence, has its step-by-step characteristics: aesthetic creates the background for finding the path to the soul of a pupil, supports aesthetic and emotional experience of all subjects of the educational process and funds the final success in the context of gaining the set of educational competences by a pupil. The knowledge base (informational awareness and related practical competences), which is gained by the pupil alongside with experiencing the aesthetic pleasure, its assessment and evaluation, feeling corresponding personal sensation, deep and engaging understanding etc., which takes its place in the school environment (characterized as psychologically comfortable and aesthetically-fulfilled one) has the further potential of achievement of the effect of desired replication and updated emotional experience.