SciELO - Scientific Electronic Library Online

 
vol.77 número1Ethics as commodity in higher education of South African natural science and engineering studentsChristian attitudes in scholarship: The role of worldviews índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Koers

versão On-line ISSN 0023-270X

Koers (Online) vol.77 no.1 Pretoria  2012

 

ORIGINAL RESEARCH

 

Moving sciences beyond museums and theatres

 

Wetenskap: soveel meer as museums en teaters

 

 

Jugathambal RamdhaniI; Sarita RamsaroopII

ISchool of Social Sciences, University of KwaZulu-Natal, South Africa
IIDepartment of Curriculum and Instruction, University of Johannesburg, South Africa

Correspondence

 

 


ABSTRACT

Recent literature suggests that art and aesthetics are evident in ancient times, as well as in Islamic, Indian, Chinese, African and Western medieval traditions. However, literature on the incorporation of art and aesthetics into economic and management sciences and social sciences is not so readily available. Using a narrative exploratory study, this article reported on two lecturers' interpretation of the sensory contemplation or appreciation of aesthetic judgement within their academic programmes at a higher education institution. Stimulating creativity, passion and imagination is just part of an array of characteristics that prospective educators will need to develop in their teaching. Research has indicated that to become a reflective practitioner, educators should be able to assess and explore the success of their practices. It is this freedom to imagine, assess, explore and reflect continuously on new ways of doing things that leads ultimately to practical application. Teaching aesthetically also requires a strong grounding in pedagogical content knowledge, thereby allowing students to become transformers of society. The main thrust of this article was to determine how we develop and embody these qualities in ourselves and in the modules we teach. The results of the study indicated that whilst early socialisation processes did impact on how aesthetics was incorporated for one participant, culture did not play a very significant role for the other. The findings also indicated that students have a real appreciation of the incorporation of the aesthetic domain within the disciplines.


OPSOMMING

Die jongste literatuur toon dat kuns en estetika in antieke, Islamitiese, Indiese, Chinese, Afrika en Westerse Middeleeuse tradisies voorgekom het. Inligting oor die inkorporering van kuns en estetika in sosiale wetenskappe en ekonomiese en bestuurswetenskappe is egter nie so geredelik beskikbaar nie. Hierdie artikel doen verslag oor twee dosente se vertolking van die sensoriese beskouing of waardering van estetiese oordeel in die akademiese programme aan 'n hoëronderwysinstelling deur middel van 'n narratiewe, verkennende studie. Om kreatiwiteit, passie en verbeelding te stimuleer, is maar 'n paar van 'n reeks eienskappe wat voornemende opvoeders in hul onderrig moet ontwikkel. Navorsing het getoon dat om 'n nadenkende praktisyn te word, moet opvoeders in staat wees om die sukses van hul praktyke te assesseer en ondersoek. Dit is hierdie vryheid om voortdurend nuwe maniere om dinge te doen te bedink, assesseer, verken en daaroor na te dink wat uiteindelik tot die praktiese toepassing lei. Om esteties te onderrig, vereis ook grondige kennis van die pedagogiese inhoud ten einde studente in staat te stel om transformeerders van die samelewing te word. Die hoofdoel van hierdie artikel is om te bepaal hoe ons hierdie eienskappe kan ontwikkel en in onsself en die modules wat ons onderrig, kan vergestalt. Die bevindings van die studie dui daarop dat hoewel sosialiseringsprosesse 'n invloed het op hoe estetika vir een deelnemer geïnkorporeer is, kultuur nie 'n beduidende rol vir die ander gespeel het nie. Die bevindings dui ook aan dat studente opregte waardering het vir die inkorporering van die estetiese domein in die verskillende dissiplines.


 

 

Full text available only in PDF format.

 

Acknowledgements

Competing interests

The authors declare that they have no financial or personal relationships which may have inappropriately influenced them in writing this article.

Authors' contributions

J.R (University of KwaZulu-Natal) and S.R. (University of Johannesburg) contributed equally to the research and writing of this article.

 

References

Adams, M., 2000, 'Readings for diversity and social justice: A general introduction', in M. Adams, W.J. Blumenfield, R. Castaneda, R. Hackman, H.W. Peters & M.L. Zuniga (eds.), Readings for diversity and social justice: An anthology of racism, antisemitism, sexism, heterosexism, and classism, pp. 5-9, Routledge, New York.         [ Links ]

Beatty, J.E., Leigh, J.S.A. & Dean, K.L., 2009, 'Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy', Journal of Management Education 33, 99-114.         [ Links ]

Bourdieu, P., 1984, 'Outline of a sociological theory of art perception', in P. Bourdieu & R. Johnson (eds.), The field of cultural production: Essays on art and literature, pp.1-27, Columbia University Press, New York.         [ Links ]

Burbules, N. & Bruce, B., 2001, 'Theory and research on teaching as dialogue', in V. Richardson (ed.), Handbook on research on teaching, 4th edn., pp. 1102-1121, America Educational Research Association, Washington, DC.         [ Links ]

Carlson, A., 2003, Teaching environmental aesthetics, viewed 01 April 2011, from http://www.aesthetics-online.org/articles/index.php?articles_id=17        [ Links ]

Cobern, W.W., 1994, Worldview theory and conceptual change in science education, viewed 01 April 2011, from http://94.23.146.173/ficheros/bdb11 ad10e2ac9b28043c86bfd182219.pdf        [ Links ]

Cote, J.E., 1996, 'Sociological perspectives on identity formation: The culture-identity link and identity capital', Journal of Adolescence 19, 417-428.         [ Links ]

David, H., 2005, 'Creativity in teaching and building a meaningful life as a teacher', The Journal of Aesthetic Education 39(2), 57-68.         [ Links ]

Department of Education, 2007, 'National education policy framework for teacher education and development in South Africa', Government Gazette 502(29832), Department of Education, Pretoria.         [ Links ]

Dewey, J., 1934, Art as experience, Penguin Putnam Inc., New York.         [ Links ]

Ganger, D.A., 2006, 'Teaching aesthetics and aesthetic teaching: Toward a Deweyan perspective', Journal of Aesthetic Education 40(2), 45-66. 1        [ Links ]

Gaudelli, W. & Hewitt, R., 2010, 'The aesthetic potential of global issues curriculum', The Journal of Aesthetics Education 44(2), 83-99.         [ Links ]

Girod, M., Rau, C. & Schepige, A., 2003, 'Appreciating the beauty of science ideas: Teaching for aesthetic understanding', Science Education 87(4), 574-587.         [ Links ]

Goldman, K.L., 2010, 'Maxine Greene: Influence on the life and work of a dynamic educator', Journal of Educational Controversy, viewed 25 February 2011, from http://www.wce.wwu.edu/resources/CEP/eJourna l/v005n001/a019.shtml        [ Links ]

Gravett, S. & De Beer, J., 2010, 'The teacher as a reflective practitioner', in G. Hewett (ed.), Becoming a teacher, pp. 1-15, Pearson Education, Cape Town.         [ Links ]

Kramp, M.K., 2004, 'Exploring life and experience through narrative inquiry', in, K. deMarrais & S.D. Lapan (eds.), Foundations for research: Methods of inquiry in education and the social sciences, pp. 103-122. Lawrence Erlbaum, Mahwah.         [ Links ]

Lubig, J. & VanAbel, T., 2010, Field experiences and student teaching handbook, viewed 24 February 2011, from http://www.nmu.edu/education/node/164        [ Links ]

Olson, M.R., 1995, 'Conceptualizing narrative authority: Implications for teacher education', Teaching & Teacher Education 11(2), 119-135.         [ Links ]

Palmer, J. & Neal, P., 1994, The handbook of environmental education, Routledge, London.         [ Links ]

Salah, A.A.A. & Salah A.A., 2008, 'Technoscience art: A bridge between neuroesthetics and art history?', Review of General Psychology 12(2), 147-158.         [ Links ]

Uys, L.R. & Gwele, N.S., 2005, Curriculum development in nursing: Process and innovations, Routledge, Abingdon.         [ Links ]

 

 

Correspondence:
Sarita Ramsaroop
21 Eastwood Lodge
Phillips Road, Beyerspark
Boksburg 1459
South Africa
Email: saritaram@uj.ac.za

Received: 05 July 2011
Accepted: 22 Nov. 2011
Published: 16 Nov. 2012

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License