Doświadczenie estetyczne Arnolda Berleanta w kontekście współczesnych rozważań nad relacją estetyczność – pedagogika
ARNOLD BERLEANT’S AESTHETIC EXPERIENCE IN THE CONTEXT OF CONTEMPORARY REFLECTIONS ON THE RELATIONSHIP BETWEEN AESTHETICS AND PEDAGOGY

Summary/Abstract: The aim of this article is to present the concept of aesthetic experience developed by the American philosopher Arnold Berleant in the context of contemporary discussions on the relationship between aesthetics and pedagogy. Nowadays, there is an increasing emphasis on the need to update the theory of aesthetic education to adapt its principles to the conditions and needs of modern times. Searching for new ways to describe the relationship between art/aesthetics and education/pedagogy, it is worth referring to the latest aesthetic theories that challenge the modern concept of aesthetics as the philosophy of art and broaden the discipline’s focus to encompass broadly understood aesthetic phenomena. Arnold Berleant is one of the representatives of the post-Kantian aesthetic movement. Particularly interesting in the context of pedagogical needs is the philosopher’s concept of aesthetic experience, constructed in relation to phenomenology and pragmatism. The article presents the fundamental principles of this concept, highlighting the potential benefits for pedagogical research that could arise from incorporating Berleant’s ideas into the pedagogical reflection on the relationships between aesthetics and education.

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