Abstract:

The intention of the presentation is to focus on educational techniques that enhance critical thinking in the frame of Mezirow’s Theory of Transformative Learning ( Mezirow,1990). The basic axe of the presentation is to elaborate on the idea that a critical way of observing works of art can help the learner to reconsider his/her established perceptions about crucial maters and to see in a bright new way his/her habits of mind. Likewise, by observing a work of art, using rational discourse, we can evaluate critically the validity of our own perceptions or beliefs and therefore we can question the reliability of assumptions that we taking as granted (Mezirow, 1998).

The proposed technique is called: “Observing consciously” and it can contribute in application of Mezirow’s Transformative Learning Theory in practice. The approach also draws from Dewey's point of view on art in education (Dewey,1934). Project Zero’s ideas from Harvard School of Education is also being utilized (Perkins,1994,2003). The theoretical background of technique stems also from Olson's and Eisner’s perceptions on the development of critical thinking, as we engage ourselves with works of art (Olson, 2000; Eisner, 2002).

Through “Observing consciously” the learner involves himself/herself into a rational discourse with a work of art in order to explain why he thinks and acts in a particular way. Therefore a work of art can be seen as a mean for the realization of our dysfunctional points of view. Additionally, the aim of “Observing consciously” is the recognition that the art observation process is not an easy one. It may hide unconscious stereotyped perceptions (not always factional in our contemporary world) that are gradually realized through the implementation of this particular technique.

The proposed technique uses three fundamental questions:
• "What do you see;"
• "What have you not seen and why?"
• "Which reasons lead you to see the way you see?"

The first question: "What do you see" may reflect our value system, our cultural background, our perceptions of life at the moment we observe the work of art. The second question invites us to focus on what we did not see at first glance, adding to our reasoning the item of "why". Typically, what we have difficulty in observing are uncommon elements to our awareness. These elements although can be clearly displayed as we see the work of art, yet we are not "ready" to observe them. They may not be in line with the way we understand reality or be part of the range of our dysfunctional assumptions we want to avoid at this time. Finally, in 3rd question not only we bring to light the assumptions we have adopted on the subject of interest, but also we check how these assumptions have been instilled into our consciousness, taking into account various social and cultural influences. (Mega, 2016)

In the full paper text, the analytical process of “Observing with consciousness” as well as the theoretical foundation are presented. An analytical example of the technique is implemented based on the observation of a particular artwork diealing with human relations. The technique has been applied in adult education field and has been developed through action research method.

Keywords:

Habits of mind, observation of art works, transformation of dysfunctional assumptions, Mezirow’s Transformative Learning Theory.