The Mona Lisa - A Prototype for Multidisciplinary Science Education

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2021-04-13 DOI:10.1007/s11191-020-00192-w

Kishore Dutta

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Abstract

Behind the creativities and innovations in human history, there lie the humble practices of multidisciplinary studies that drive new revolutionary ideas and unconventional approaches. One such example is Leonardo da Vinci’s Mona Lisa—one of the perennial portraits that bear witness to a transcendent level of creative art. It is one of his unique touchstones where he played with light and shade in such a way that both motion and emotion are entwined to the highest point of perfection in the ecstatic smile of the Mona Lisa. By explaining how Leonardo created an unfathomable emotion in her smile and veiled her face by optics of uncertainty through the fusion of art and science, here we show why and how it can be considered as a prototype for multidisciplinary science education. The analysis of the inner details together with Leonardo’s scientific epistemology advocates the importance of putting into practice repeated experiments and observations on widely diverse faculties for the emergence of innovative ideas, for the depiction of reality and for fostering creations.

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《蒙娜丽莎》——多学科科学教育的原型

在人类历史上的创造和创新背后，存在着推动新的革命性思想和非常规方法的多学科研究的谦逊实践。列奥纳多·达·芬奇的《蒙娜丽莎》就是这样一个例子——这幅常年流传的肖像画见证了创造性艺术的卓越水平。这是他独特的试金石之一，他以这样一种方式玩弄光与影，在蒙娜丽莎狂喜的微笑中，运动和情感交织在一起，达到了完美的最高点。通过解释达芬奇如何在她的微笑中创造出一种深不可测的情感，并通过艺术和科学的融合，用不确定的光学掩盖她的脸，我们将展示为什么以及如何将其视为多学科科学教育的原型。对内在细节的分析与达芬奇的科学认识论一起，倡导对广泛不同的能力进行重复实验和观察的重要性，以产生创新思想，描绘现实和促进创作。

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来源期刊

Science & Education Social Sciences-Education

CiteScore

5.90

自引率

0.00%

发文量

1117

审稿时长

6-12 weeks

期刊介绍： Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.