Przestrzeń estetyczna, jej filozoficzne, psychoanalityczne wymiary, dla pedagogiki krytyczno-konstruktywistycznej
Aesthetic space, its philosophical and psychoanalytical dimensions for critical-constructivist pedagogy

Summary/Abstract: The article attempts to outline the aesthetic space for critical constructivist pedagogy. Its roots are based on the concepts of "aesthetics of opportunity" of Maria Gołaszewska and of equivalence of aesthetics and science according to Hanan A. Alexander. The philosophical dimension of aesthetics is based on phenomenology, which acording to Thomas C. Wall constitutes unlimited by logocentrism, nonreductionist exploration of the world, in its entaglements of multiple events, things and situations. The psychoanalytical dimension is mainly reduced to social psychoanalysis. According to Joe L. Kincheloe it is an aesthetic layer, its epiphenomena, described also by the phenomenology of perception and hermeneutics that constitutes the foundation of social psychoanalysis. A/ r/tography analyzed by Stephanie Sprinnggay is an opportunity to articulate personal problems (idiosyncrasy, abjection) that can be exposed by the aesthetic expression and thus perceived. The contexts combined by the author constitute the concept of critical constructivist pedagogy imbued with aesthetics, serving the creation and the use of tools for self-discovery and self-liberating action, entangled in a world entity.

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