ETHICAL ISSUES OF EXPERIENCE-ORIENTED AESTHETIC EDUCATION
ETHICAL ISSUES OF EXPERIENCE-ORIENTED AESTHETIC EDUCATION

Summary/Abstract: Traditional aesthetic education has focused on appreciating art and cultivating refined taste, relying primarily on classical aesthetic theories and canonical works. Contemporary currents in aesthetics challenge Kantian assumptions, expanding the discipline's scope to include everyday, embodied, and relational experiences that shape perception, ethical awareness, and social responsibility. These developments should be reflected in aesthetic education. This article aims to examine the ethical challenges emerging in experience-oriented aesthetic education, which moves beyond the traditional art-centered approach. The research question is: what ethical challenges arise in this framework, and how can they be addressed responsibly in pedagogical practice? This article serves as an introduction to further, more in-depth analyses. Contemporary aesthetics, inspired by Dewey, Berleant, Saito, and Shusterman, understands aesthetic experience as participatory and inclusive, encompassing everyday life and relational engagement. Aesthetic education built on these principles fosters reflective thinking, empathy, and ecological responsibility through multisensory experiences. At the same time, it generates new ethical challenges, including respecting individual experiences, balancing personal and transpersonal values, avoiding overly intrusive interventions, and preventing instrumentalization of aesthetic experiences. Educators working within this approach must create open, dialogical spaces that accommodate diverse perspectives. Experience-oriented aesthetic education promotes holistic learning, values everyday experiences, and cultivates ethical awareness and social responsibility. It requires careful attention to ethical tensions, such as respecting student autonomy and maintaining the integrity of aesthetic experiences. It emphasizes inseparability of aesthetic and ethical development, positioning education as a space for nurturing reflective, sensitive, and responsible individuals.

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