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Estetiske fag i samfunnet

This interdisciplinary anthology positions aesthetics, art and education in schools as a meeting point for critical reflection within society. As the country’s largest social institution, the school constitutes a framework capable of establishing fertile conditions for a reflective process in which...

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Main Authors: Holm, Henrik, Alexeeva, Anastasiya, Berg, Lise-Kari, Skarsfjord Berg, Arild, Bernhardt, Emil, Fosse Blålid, Kersti, Heidi Dahlsveen, Mimesis, Kihlman Evang, Hanne, Mildrid Gjernes, Liv, Halvorsen, Line, Haakonsen, Peter, Kristiansen, Ida, Oline Kunnikoff, June, Gutzeit Mathisen, Ilmi, Andre Ringvold, Tore, Helen Skjelbred, Bente, Liene Stenersen, Arnhild, Bonnár Stjernø, Lisa, Strand, Ingri, Saasen Strand, Kari, Johannes Sunde, Dag, Thelle, Notto J. W., Vanebo, Guro, Varkøy, Øivind, Vida, Lena, Øyan, Petter
格式: Online
語言:书面挪威语
出版: Cappelen Damm Forskning 2025
主題:
aesthetics, society, aesthetics and education, critical thinking, art
thema EDItEUR::A The Arts
thema EDItEUR::J Society and Social Sciences::JN Education
在線閱讀:ONIX_20251009T162115_9788202868673_3
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總結:This interdisciplinary anthology positions aesthetics, art and education in schools as a meeting point for critical reflection within society. As the country’s largest social institution, the school constitutes a framework capable of establishing fertile conditions for a reflective process in which the arts and societal development may be understood in relation to one another. The contributions in this volume reflect the diversity of research on arts education within society, engaging with and referencing existing scholarship in the field through various approaches. Central to the inquiry is the question: In what ways might the arts serve as a pedagogical arena where students can articulate resistance and cultivate the courage to engage in critique? The articles collectively underscore that arts education is concerned with fostering constructive and empowered perspectives on a society undergoing rapid transformation. A shared premise across all contributions is the belief that the capacity for independent thought evolves in alignment with students’ creative abilities and exploratory drive.

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