درآمدی بر چیستی تربیت زیبایی شناسانه

Aesthetic education has existed—either explicitly or implicitly—within the framework of curricula across different cultures. Throughout the history of education, it has sometimes held fundamental significance, while at other times it became ornamental or peripheral, manifesting only alongside other subjects and instructional materials. However, attention to the philosophical and reflective insights regarding the importance of the aesthetic dimension—and its connection to the ontological sphere of the world and human existence—offers us a different perspective on the role of art within an educational system as a whole. Any educational structure that seeks a comprehensive and holistic goal in the development of learners cannot neglect the impact of art, because artistic education is not merely about pure enjoyment or a peripheral aspect of teaching; it fundamentally shapes the way learners exist, behave, and construct their identities. From this perspective, artistic education emerges as a foundational structure, one of the core pillars of any proper educational system, and neglecting it would mean disregarding the holistic dimensions of human existence in the roles of both educator and learner. What are the philosophical foundations of aesthetic education? What are its main components and scope? And how does artistic education transform our understanding of the educational system as a whole?

Keywords: Education, Aesthetic Education, Artistic Education, Phenomenology