Aestheticism is broader in scope than the philosophy of art. It is also broader than the philosophy of beauty, in that it applies to any of the responses we might expect works of art or entertainment to elicit, whether positive or negative. That is why the articles in this collective volume aim to highlight the various reverberations of aestheticism on literature and education over the centuries.
Fostering Aesthetic Predispositions Through Poetry (Feryal Cubukcu)
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Fostering Aesthetic Predispositions Through Poetry
Aesthetic education, which dates back to Plato, has three major aspects. First is the cultivating of the aesthetic faculties which involve the cultivating of senses, imagination and understanding. Second is the cultivating of aesthetic taste and feeling. Third is the cultivating of the aesthetic ideal, which is the cultivating of the spirit, personality and philosophy of life (Xuxiao, 2016). Aesthetic education is an indispensable part of the tripartite education, apart from mental education and values education to raise people holistically (Schiller, 1967). The purpose of this study is to question whether poetry enhances the aesthetic predispositions of pre-service language teachers or not. Two groups of 25 people participated in the study for six weeks. One group studied poems while the other focused on the prose texts of the same themes. Their metaphor responses to the lexical items of “home, garden, flower, sea, forest” (in the paintings) were evaluated before and after the intervention in terms of “The Capacities for Imaginative Learning Framework” (LCI, 2007) which consists of ten subdimensions: noticing, embodying, questioning, making connections, identifying patterns, empathy, ambiguity, creating meaning, taking actions and reflecting. Moreover, their aesthetic responses to the poems through metaphors were compared to tackle the issue of whether poetry education can foster the pre-service teachers’ aesthetic perspectives or not.
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