Meninio ugdymo įtaka formuojant moksleivių dorovinę poziciją
| Date |
|---|
2004 |
Straipsnyje nagrinėjami moksleivių dorovinės ir meninės pozicijų tarinio pažintiniai, emociniai ir valingieji komponentai, jų sąveikos galimybės. Daroma išvada, kad meninis ugdymas gali turėti įtakos emociniam dorovinių vertybių išgyvenimui ir jų intemalizacijai.
The article analyses cognitive, aesthetic, emotional and volitional components of moral and aesthetic position, possibilities of influencing the development of moral position by aesthetic education. The analysis is performed by comparing the content of moral and aesthetic positions and discussing the importance of aesthetic cognition for intemalization of values in moral domain as a kind of interpretation of aesthetic experience, especially aesthetic emotions. As the result of literature analysis and the opinion survey of Klaipeda music teachers the conclusions are maid: aesthetic education can influence effective perception of moral values and the level of their intemalization. Aesthetic experience of values could be interpreted as moral experience, rendering emotional attractiveness and variety to moral development. Aesthetic activities can compensate the lack of active methods in moral education by the possibility of aesthetic cognitive discovery, active reasoning, independent conclusion making. Cognitive models and schemas, perceived as aesthetic experience, can endue experience of problem solving in true to life situations. The music teachers' attitudes towards the aims of aesthetic education and the structure of its content are favourable for the integration of aesthetic and moral development.