Art and Aesthetic Education

Abstract

This paper explores Maxine Greene’s views on aesthetic pedagogy and the notion of social imagination, in addition to Grant Kester’s views on dialogical art. These approaches are a call for action in art education, in addition to aesthetic approaches that can be applied in other fields of education. Aesthetic pedagogy offers educators and students a sense of intellectual autonomy, and may also facilitate alternative ways of generating meaning. I argue that making art is one part of the educational experience, however, aesthetic experiences also occur when people look at art and discuss it collectively. I encourage educators to adopt an approach of discovery, which is fueled by the outcome of open-ended discussions, and mainly focuses on different individual experiences. Educators may create opportunities for change through engaging in aesthetic experiences in their own daily lives and practices. Aesthetic experiences and aesthetic education foster independent thinking in students and encourages them to be more mindful of their feelings, surroundings, and expressions. Young minds should be educated to be inquisitive, to critique, and become open to possibilities and experiences they may have not considered, which transforms learning from passive to active.