Towards a Theory of Aesthetic Learning

D.H. Hargreaves's “traumatic theory of aesthetic learning” is reviewed in the light of research on educational events in the areas of creative writing and drama. If the full educational benefits of conversive drama are to be realised, they have to be seen within the context of more gradual cumulation of skills and knowledge. Before the trauma, students are prepared by confidence‐building, having their sensitivities sharpened, abilities encouraged, and acquiring control and power of expression. During and after the trauma there is considerable personal development, students discovering new things about themselves, maturing, and in some cases being transformed. They acquire more of the art of learning, involving skills of both expression and appreciation. There is also notable social development, resulting in the experience of communitas, wherein participants rise above institutional structures and statuses and develop exceptional community spirit. Above all, conversive trauma excites the emotions, at first in uncontrollable ways, but the educational experience involves the individual coming to terms with, and understanding, the disturbance. A theory of aesthetic learning is advanced involving a constructivist teaching style, charismatic personal qualities, naturalistic context, co‐operation, appropriate content, and grounded and open enquiry.     

Philosophical criticism: Its nature and function

This paper attempts to outline briefly a case for philosophers' critical attention to one's work, even when, indeed especially when, that attention is a line-by-line analysis of a single paper.     

THE EFFECTIVENESS OF ENGINEERING DEGREE COURSES

Statements from the engineering institutions and educational authorities agree that, in higher education, the acquisition of specific knowledge and technical proficiency must go hand in hand with the stimulation of inquiry and the encouragement of independent judgement and critical appraisal. It is argued that the present structure of engineering degree courses, involving around 25 contact hours per week and an emphasis on assignments which have a clearly defined correct answer, encourages the adoption of a surface approach to learning which militates against the achievement of these aims. It is suggested that the overall workload in engineering courses should be reduced and that more emphasis should be placed on relatively open‐ended assignments. Possible means of achieving this are discussed.     

Persuasion strategies and Naïve Representations

European Journal of Psychology of Education -