Translating the Field

Vider, Jaanika

doi:10.1111/var.12258

Cited by 2 publications

(2 citation statements)

References 26 publications

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“…In addition, according to Tomashevskyi (2022), the key principles of postmodern pedagogy include the identification of authoritative views and the search for personal truths, the protection of individualism, and increased sensitivity to cultural and ethical issues. Vider (2022) argues that the rhizome philosophy is the most inherent in the aesthetic competence of a teacher, as it directly relates to the postmodern era. In addition, the rhizome philosophy involves the search for complex truth, heterogeneity and discontinuity of natural and scientific processes.…”

Section: Literature Reviewmentioning

confidence: 99%

Components of aesthetic professional training of art specialists

Vodianyi,

Vodiana,

Shchur

et al. 2023

Br. J. Ed., Tech. Soc.

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The development of the teacher's aesthetic competence takes place during the professional activity. It involves the acquisition of professional qualities and opportunities for further improvement in the process of educational and teaching ac tivities. Postmodernism and the philosophy of the rhizome have significantly influenced the aesthetic qualities, characteristics and approaches to the professional work of a teacher. It requires contemporary reconsideration for further implementation in educational institutions and for the improvement of one's own competence. The purpose of this article is to analyze the peculiarities of the formation of the aesthetic competence of an educator in the postmodern era, aspects of the application of the philosop hy of the rhizome in practical activities, and the subsequent transformation of the consequences of this era into the present. The main principles of the study include: moral and ethical values; the characteristics of their construction and analysis of the natu re of their origin; assessment of the complexity of pedagogical work; the application of conceptual principles of the rhizome. The paper analyzes the structural elements of the aesthetic competence of a teacher. It also reveals the content and compares the basic values with those inherent in the postmodern era.

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Section: Literature Reviewmentioning

confidence: 99%

Components of aesthetic professional training of art specialists

Vodianyi,

Vodiana,

Shchur

et al. 2023

Br. J. Ed., Tech. Soc.

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“…Its essence expresses the "discovery" of the idea of the jester as a saint, however, based on post-Freudianism. Even, the following ideas are proclaimed: "post-secular mysticism without the supernatural"; "religion without God"; "anti-theology which wants to get to the truth" through "the ravages of noise to make room for the sacred" though "stunned silence waiting for the angels to sound their trumpets"; through "fleeing from the deity to be at the Meeting Point in time"; through a "celebration of the daily Apocalypse" (Vider, 2022;p.10). Such postmodern messianism and eschatology even inspire representatives of modern continental philosophy of religion (Agamben, 2013;Caputo, 2015) to radically rethink classical Christian doctrines.…”

Section: Introductionmentioning

confidence: 99%

Nomadic Models of Postmodern Aesthetics: Soteriological Choice of the Teacher

Кондрацька

Romanovska

Kravchyna

et al. 2023

JECS

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Aim. The aim of the article is to define the concept of aesthetic competence of the nomad teacher of postmodern era based on a comparative analysis of two aesthetic models (metis paraesthetics and soteriological aesthetics). Methods. The subject of study is anthropotemporal methodology of acquiring aesthetic competence as an act of spiritual transformation (approaches, paradigm, priorities, criteria of effectiveness). The analysis of the stages of nomad’s dianoic choice in the process of understanding beauty as a boon was carried out using the method of epistemological design, according to which emotions function cognitively in aesthetic experience. The technology of spiritual self-coaching was chosen to activate all the structural components of aesthetic competence – the intention to correct aesthetic apperception and the competencies of emotional-reflective, value-semantic, aesthetic and worldview revaluation. Results. The implementation of the chosen technology opened up the possibility of reorientation for the nomad teacher: from the drive of the performer-trickster to a humble and grateful anticipation of the beauty as transcendent – to overcoming the power of inertia of previous dependence, responses to the calls of a pure (still “adventurous”) mind. A cluster analysis of the results of the completed tasks was carried out for the regression description of the efficiency of the technology. Conclusion. The soteriological concept of the aesthetic competence of the nomad teacher focuses attention on the essential coexistence of the teacher with students throughout the entire process of his self-determination. The practical experience of its implementation can make a positive contribution to reforming postmodern aesthetic education.

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Translating the Field

Cited by 2 publications

References 26 publications

Components of aesthetic professional training of art specialists

Components of aesthetic professional training of art specialists

Nomadic Models of Postmodern Aesthetics: Soteriological Choice of the Teacher

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