Academic journal article Review of Artistic Education

7. Professor of Art Paradigms: Theoretical and Applied Approaches

Academic journal article Review of Artistic Education

7. Professor of Art Paradigms: Theoretical and Applied Approaches

Article excerpt


We aimed to study the activity of the educational and training of the practitioner from the viewpoint of several positions that have significant importance especially as concerns the implementation of the innovative praxeology and namely - the verification of the correlation between the variables: professionalism and pedagogical competence, artistry and continuous self-improvement. Based on these statements, we established the following praxiologic correlations:

- the degree of possession of technologies to promote an operational and qualitative actuating style by teacher-practitioner;

- the dimension of stimulating the independence of pupil/student in the efficient design and implementation of artistic actions;

- among the foreseeable risks to which we can expect in the practice of teaching-learning-assessment we could highlight as risks which remain open for the innovative praxeology implementation process, such as the operationalization of three variables with an area of consecutive deployment and which are specific to an artistic action: design-organization-achievement.

2.Conditions under which the artistic action takes place

The educational-training environment highlights the legal approaches necessary to conduct qualitatively the teaching-learning-training process (Curriculum, contents, methods, principles, objectives, strategies, concepts, manuals, methodological guides etc.). As for the nature of the nominated environment, it would be primarily about fostering at pupils/students the individual need for self-improvement, change and perfection. We address these qualities of personality not only to emphasize the preferences for a certain type of activity, but for the perfection as a way of life, as a way of being, existing and activating.

The individual environment, unlike other environments, is a rather difficult environment, closed, because in the centre of its functioning is the object/subject of education - the pupil/student with his multiple and diverse features: psychological (attention, thought, will, imagination, affection, etc.), features of personality (cognition, intelligence, attitudes, awareness, empathy, etc.); behavioural (actuating reproductive/creative, proactive/reactive, value/nonvalue cantered, open/closed, situated in success/failure etc.). Each person in contact with the cultural, educational-training environment forms a space, a personal and individual intellectual environment. The intervention of new phenomena in space or individual environment, according to the principles that a specific person is guided, according to the content of individual maps (the sequence of actuating steps performed according with the effective/ineffective principles), to the positive/negative behaviour - all this forms that unique and original style of personality.

The artistic environment integrates the educational-training environment and the individual environment, which provides the teacher and the pupil/student the chance to relate, balanced in order to contribute to an effective result. The artistic environment is a subdivision of hereditary and social environments claiming to wholeness, because it is the cornerstone of integrity. In other words, this environment, we may say, is an outer shell and also an internal incorporation in the personality structure, creating that framework, space, environment of expression and self-realization of individual potentialities. The activism of pupil/student manifested through critical thinking, integrated perception, creative, empathic and proactive imagination is a mediator factor, connecting the inner world and the outer world of the person.

All the above mentioned three environments have a theoretical and a practical significance. Thus, the pedagogical praxis cannot function without theoretical material, and vice versa, educational theory would be meaningless without basic experiments carried out on the field; theoretical knowledge acquisition by the pupil/student would be a useless storage without conscious application in practice; the innovative experiences would remain unused and not conceptualized, without a theoretical and methodological instrumentation because they become a route with a generalizing value significance and continue progressing of the formative praxis. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.