Potential of Aesthetic Experiences in the Field of Teacher Education


In our changing times, art and design education is confronted with the central question of the implications of an artistic education within the specific task of teacher training. Art educators are challenged with dealing productively and creatively with a double contingency in their everyday pedagogical practice when their actions are geared towards facilitating artistic experiences. Both the artistic experience and the pedagogic-didactic experience as a social event, are never completely predictable in their course and result. This text focuses on the potential of increased attentiveness, combined with sensory and bodily experiences in learning and teaching processes. Drawing on the professionalization discourse, the article clarifies the current challenge of cultivating a professional form of self-reflexive teaching that could enable teachers to promote the new. The text includes a brief presentation of an example of academic teaching as part of university didactics. The narrative and reflexive processes that develop are exemplified theoretically in a phenomenological sense as an “epoché” of lived experience. Such special reflexive attention in conjunction with theoretical insights is introduced as a meaningful practice in art teacher professionalization. Thinking ahead, an artistic form of educational practice could be further expanded to encourage an attitude of creative and sensory perception for dealing with their unavailability; this is a central part of pedagogical practice, and may provide an impetus for accelerating dynamic development even within the institutional order.

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