ТЕОРИЯ НА ВЪЗПИТАНИЕТО И ПРИНЦИПЪТ ЗА КУЛТУРОСЪОБРАЗНОСТ: АВТОРСКИ МОДЕЛ ЗА ВЪЗПИТАНИЕ ЧРЕЗ ГРЪНЧАРСТВО КАТО ХОЛИСТИЧЕН ПЕДАГОГИЧЕСКИ ПОДХОД ЗА РАЗВИТИЕ НА ЕСТЕТИЧЕСКОТО МИСЛЕНЕ В НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ
THEORY OF UPBRINGING AND THE PRINCIPLE OF CULTURAL EMBEDDEDNESS: AN AUTHORIAL MODEL OF EDUCATION THROUGH POTTERY AS A HOLISTIC PEDAGOGICAL APPROACH FOR DEVELOPING AESTHETIC THINKING IN PRIMARY SCHOOL AGE

Summary/Abstract: This study presents both a theoretical rationale and a practical implementation of an original model for culturally responsive education through artistic activity, grounded in the core principles of the theory of education. Developed by Dr. Avi Abner, the model conceptualises education as a process of value-oriented and aesthetic engagement with local cultural heritage, facilitated through the traditional practice of pottery. At its foundation lies the premise that the personal development of primary school children should be fostered through sensory, emotional and symbolic interaction with culturally meaningful materials and forms. The model unfolds across five thematically and logically interconnected pedagogical stages: cultural-cognitive, sensory, aesthetic, socio-emotional, and cultural-reflective. Each phase integrates artistic creation with educational objectives aimed at nurturing aesthetic thinking, cultural sensitivity and emotional expressiveness. The empirical research was conducted with 72 pupils in Year 3 and Year 4, with the practical component carried out with the assistance of master potter Margarita Petrova and supported by art therapy specialist Teodora Dimitrova. Comparative analysis between the experimental and control groups demonstrated statistically significant improvement in creativity, cultural awareness, and emotional expressiveness among the participating children. A comparative analysis between the experimental and control group revealed statistically significant improvement in creativity, cultural awareness, and emotional articulation among the participating children. The findings affirm the pedagogical value of the model, which bridges artistic practice and educational intent, creating meaningful opportunities for cultural inclusion from an early age

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