Aesthetic subject formation in high schools
Author | Hajri Mandri |
Position | 'Albanian University', Tirana, Albania |
Pages | 141-146 |
European Journal of Economics, Law and Social Sciences
IIPCCL Publishing, Graz-Austria
Vol. 2 No. 1
January, 2018
ISSN 2519-1284
Acces online at www.iipccl.org
141
Aesthetic subject formation in high schools
Dr. Hajri Mandri
“Albanian University”, Tirana, Albania
Abstract
Philosophy of aesthetic education in gymnasiums permeates the whole syllabus
structure. This subject integration in the high school syllabus as a philosophy of
the aesthetic education of the youngsters does not constitute a separate module but
multiple functions. This paper aims at providing a view of the enrichment of the
inner spiritual world of the gymnasiums people through the learning and cultural
activities This paper oers an theoretical and illustrative explanation of how the
school inuences in development of new aesthetic competences the capacity to
experience, imagine, interpret and taste the aesthetic components that are created
as a result of educational and cultural environment. In this study we arrive at the
conclusionthatinordertobeadigniedandnoblecitizentheaestheticfeelingshave
to be consciously enriched and the aesthetic ideals have to be managed as a pleasure
given by life and society, by transforming them into positive and fruitful energy.
Keywords: aesthetic subject, formation, High Schools.
Introduction
Aestheticeducation is a longstanding requirement of human societyPlato when
talking about the relationship between the individual and the recognition he faces
in life, thinks that negative characters, criminal acts in literature indirectly, make
aninvitation toimitate Withthe developmentof culture andart theinstitution of
censorship, exclusion and permission of literary works began to function according
to certain moral, aesthetic, political or philosophical criteria. In postmodern societies,
currently in the democratic system that constitutes a plurality of circulation and
consumption of aesthetic values, we face new concepts related to aesthetic education
in school.
Theaestheticeducationofthestudentisrealizedparallelontwoplanestherstand
most important one is the school where there is a high concentration of absorption
of aesthetic ideals that shape the taste and increase the degree of perception and
aestheticacquisition and the secondisthe extracurricular factorthe very life that
aectsmanysourcesofculturalinformationInthisarticlewewillelaborateonlyon
the problem of forming the aesthetic ideal through the curriculum and the cultural
activities organized by the school.
FNietzschesaysIhaveatastebutnobasisnonormandnoimperativeforthistasteAlfredUciAesthetics
VolIppTirana
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