O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog
On the general and specific value of picture -based education in contemporary concepts of active learning. Traces of kalokagathia in the genesis of two opposing approaches – the anglo-saxon and the mediterranean
2020
Аутори
Božić Marojević, MilicaBulatović, Dragan
Остала ауторства
Velinov, MarijaMevorah, Vera
Krstić, Predrag
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Kako se valja setiti, kriza znanja traje veoma dugo i zapravo se jednako, kao i osnovna teza poziva za ovaj naučni simpozijum, može retorički
degradirati. Naime, kriza prosvetiteljskog pojma znanja počinje istog
časa kada se taj koncept zario kao nezaobilazna paradigma. Hteli bismo,
pre nego što intimno podržimo istu paradigmatsku tendenciju teorije
neobrazovanosti, da podsetimo da je dobar deo krize racionalnog znanja
dugo jačao zbog zaborava koji je zahvatao antički ideal kalokagatije.
Celovitost, bez koje nije moguće misliti o rekonstrukciji tog ideala, u
najvećoj meri se oslanja na oblikovnu prirodu saznanja. Kao veštaci za
likovnost, podsetili bismo na sve manji stepen korišćenja ovog obrazovnog modela uprkos stalnim obnovama u različitim savremenostima.
Naravno, ogroman je izazov naše savremenosti za koju ne možemo ništa
drugo reći nego da je nepovratni spektakl.
As it should be remembered, the crisis of knowledge has been going
on for a very long time and in fact, just like the basic thesis from the call
for papers for this scientific symposium, it can be rhetorically degraded.
Namely, the crisis of the Enlightenment notion of knowledge begins as
soon as this concept has emerged as an indispensable paradigm. Before
intimately supporting the same paradigmatic tendency of the theory of
miseducation, we would like to recall that the crisis of rational knowledge has been intensified by the oblivion that engulfed the ancient ideal
of kalokagathia. Wholeness, without which it is impossible to think of
the reconstruction of this ideal, relies largely on the formative nature of
knowledge. As fine arts experts, we would like to remind of the diminishing use of this educational model, despite its constant renewals in
various modernities. Of course, it is a tremendous challenge to our modernity that we can say nothing more of it than that it is... an irreversible
spectacle.
Кључне речи:
Bildung / kalokagatija / likovnost / metodika / kalokagathia / art / teaching methodsИзвор:
Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts, 2020, 16-16Издавач:
- Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu/Institute for Philosophy and Social Theory, University of Belgrade
Институција/група
Istorija umetnosti / History of ArtTY - CONF AU - Božić Marojević, Milica AU - Bulatović, Dragan PY - 2020 UR - http://reff.f.bg.ac.rs/handle/123456789/3609 AB - Kako se valja setiti, kriza znanja traje veoma dugo i zapravo se jednako, kao i osnovna teza poziva za ovaj naučni simpozijum, može retorički degradirati. Naime, kriza prosvetiteljskog pojma znanja počinje istog časa kada se taj koncept zario kao nezaobilazna paradigma. Hteli bismo, pre nego što intimno podržimo istu paradigmatsku tendenciju teorije neobrazovanosti, da podsetimo da je dobar deo krize racionalnog znanja dugo jačao zbog zaborava koji je zahvatao antički ideal kalokagatije. Celovitost, bez koje nije moguće misliti o rekonstrukciji tog ideala, u najvećoj meri se oslanja na oblikovnu prirodu saznanja. Kao veštaci za likovnost, podsetili bismo na sve manji stepen korišćenja ovog obrazovnog modela uprkos stalnim obnovama u različitim savremenostima. Naravno, ogroman je izazov naše savremenosti za koju ne možemo ništa drugo reći nego da je nepovratni spektakl. AB - As it should be remembered, the crisis of knowledge has been going on for a very long time and in fact, just like the basic thesis from the call for papers for this scientific symposium, it can be rhetorically degraded. Namely, the crisis of the Enlightenment notion of knowledge begins as soon as this concept has emerged as an indispensable paradigm. Before intimately supporting the same paradigmatic tendency of the theory of miseducation, we would like to recall that the crisis of rational knowledge has been intensified by the oblivion that engulfed the ancient ideal of kalokagathia. Wholeness, without which it is impossible to think of the reconstruction of this ideal, relies largely on the formative nature of knowledge. As fine arts experts, we would like to remind of the diminishing use of this educational model, despite its constant renewals in various modernities. Of course, it is a tremendous challenge to our modernity that we can say nothing more of it than that it is an irreversible spectacle. PB - Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu/Institute for Philosophy and Social Theory, University of Belgrade C3 - Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts T1 - O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog T1 - On the general and specific value of picture -based education in contemporary concepts of active learning. Traces of kalokagathia in the genesis of two opposing approaches – the anglo-saxon and the mediterranean EP - 16 SP - 16 UR - https://hdl.handle.net/21.15107/rcub_reff_3609 ER -
@conference{ author = "Božić Marojević, Milica and Bulatović, Dragan", year = "2020", abstract = "Kako se valja setiti, kriza znanja traje veoma dugo i zapravo se jednako, kao i osnovna teza poziva za ovaj naučni simpozijum, može retorički degradirati. Naime, kriza prosvetiteljskog pojma znanja počinje istog časa kada se taj koncept zario kao nezaobilazna paradigma. Hteli bismo, pre nego što intimno podržimo istu paradigmatsku tendenciju teorije neobrazovanosti, da podsetimo da je dobar deo krize racionalnog znanja dugo jačao zbog zaborava koji je zahvatao antički ideal kalokagatije. Celovitost, bez koje nije moguće misliti o rekonstrukciji tog ideala, u najvećoj meri se oslanja na oblikovnu prirodu saznanja. Kao veštaci za likovnost, podsetili bismo na sve manji stepen korišćenja ovog obrazovnog modela uprkos stalnim obnovama u različitim savremenostima. Naravno, ogroman je izazov naše savremenosti za koju ne možemo ništa drugo reći nego da je nepovratni spektakl., As it should be remembered, the crisis of knowledge has been going on for a very long time and in fact, just like the basic thesis from the call for papers for this scientific symposium, it can be rhetorically degraded. Namely, the crisis of the Enlightenment notion of knowledge begins as soon as this concept has emerged as an indispensable paradigm. Before intimately supporting the same paradigmatic tendency of the theory of miseducation, we would like to recall that the crisis of rational knowledge has been intensified by the oblivion that engulfed the ancient ideal of kalokagathia. Wholeness, without which it is impossible to think of the reconstruction of this ideal, relies largely on the formative nature of knowledge. As fine arts experts, we would like to remind of the diminishing use of this educational model, despite its constant renewals in various modernities. Of course, it is a tremendous challenge to our modernity that we can say nothing more of it than that it is an irreversible spectacle.", publisher = "Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu/Institute for Philosophy and Social Theory, University of Belgrade", journal = "Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts", title = "O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog, On the general and specific value of picture -based education in contemporary concepts of active learning. Traces of kalokagathia in the genesis of two opposing approaches – the anglo-saxon and the mediterranean", pages = "16-16", url = "https://hdl.handle.net/21.15107/rcub_reff_3609" }
Božić Marojević, M.,& Bulatović, D.. (2020). O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog. in Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts Institut za filozofiju i društvenu teoriju, Univerzitet u Beogradu/Institute for Philosophy and Social Theory, University of Belgrade., 16-16. https://hdl.handle.net/21.15107/rcub_reff_3609
Božić Marojević M, Bulatović D. O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog. in Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts. 2020;:16-16. https://hdl.handle.net/21.15107/rcub_reff_3609 .
Božić Marojević, Milica, Bulatović, Dragan, "O opštoj i posebnoj vrednosti slikovnog obrazovanja u savremenim koncepcijama aktivnog učenja. Slučaj tragova kalokagatije u genezi dva suprotstavljena pristupa –anglosaksonskog i mediteranskog" in Čemu još obrazovanje? Knjiga apstrakata/Why still education?Book of abstracts (2020):16-16, https://hdl.handle.net/21.15107/rcub_reff_3609 .