Abstract:

This paper investigates an actual issue, a vague and complex notion of aesthetic experience which is mainly used in philosophy (Gadamer, Carroll, Dewey, etc.). In terms of education, higher education in particular, it has hardly ever been applied to. This paper covers the role of aesthetic perception and experience in educational space navigation by means of educator-student-art cooperation and proves the efficiency of the author’s model of aesthetic experience and its role in all-round development of students. The author assumes that educational space’s role is often underestimated. However, due to the fact that it might be actively perceived in this very “absorbing” young age on the way to individual and professional development of a student, it should be properly considered when examining the concept of aesthetic experience of art in the modern world. In the meantime, educator serves a guide on the way from perception of art to its interpretation. Though aesthetic properties of objects, as well as their perception and interpretation are thought of highly subjective and the degree of their influence may be argued about, aesthetic experience of a student that they afford, make his or her senses operate at their peak and turn life and study at the university into a fascinating travel when not only the end result matters, but the process of education through art is far more valuable. Dealing with art on a regular basis irrespective of a student’s specialization and courses taken give him or her a powerful impetus for further aesthetic emotions generation and aspiration to beauty in life, transformation of the space human beings live in on laws of the beauty and unity with nature and art. Our findings demonstrate that it takes educational technology to a whole new level and it allows us to achieve better results and to obtain a more harmonious human being, that has accumulated skills and knowledge for further communication with art, reaches for the beauty, and therefore goes on with his or her integrated development already outside of a university. Ability to perceive an aesthetic object, be fascinated with it, favors such dispositions as creative thinking, openness to new experience and expertise. Educators create aesthetic space around students, dispose them to art, guide them within the whole process of aesthetic experience shaping and monitor results. Conducted experiments, discussions, special classes and events enable conclusions to be made on the model of student aesthetic experience’s shaping that will improve current results, contribute to the solution of educational problems and further development of the trend will definitely serve the advancement of educational process efficiency.

Keywords:

Aesthetic experience, art, educational space, aspiration to beauty, experience shaping.