Creative methods of noospheric learning through art assets: Case study of authentic education
Keywords:
arts and humanities, authentic education, learning, noospheric, cognition strategy.
Abstract
In this article authors discuss the methodology of evaluating noospheric insights in higher education students through art assets. A very important goal of students’ inclusion into the authentic context of ecological education is being achieved. As a result of this study, evaluation criteria were determined, such as imagination, emotionality, originality, abstraction. For the more in-depth development of the evaluation procedure the following methods were used: educational experiment, observation, questionnaires, semantic differential (SD), method of setting the attitude on associative transformation of the object being perceived, creative methods. Authors determined the levels of student’s noospheric insights formation (high, above average, average, low) for the following evaluation of correlation between the categories of singular, special and common in students’ aesthetical insights. The results, including content and structural, functional components, are described in this article, allowing to connect the process of noosperic insights mastering by students with the authentic context of education.
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References
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Asif, T., Guangming, O., Haider, M.A., Colomer, J., Kayani, S., & Ul Amin, N. (2020). Moral education for sustainable development: Comparison of university teachers’ perceptions in China and Pakistan. Sustainability, 12, 3014.
Farr, K. (2018). Analyzing the elements of art. Five ways to think about space. The New York Times Company. Retrieved from https://www.nytimes.com/2018/01/03/learning/lesson-plans/analyzing-the-elements-of-art-five-ways-to-think-about-space.html
Feldon, D.F., Callan, Ju.G., Juth, S., & Soojeong, Je. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31(5), 319-337.
Fomina, N., Pechko, L., & Koptseva, T. (2019). Development of artistic giftedness in school students within the framework of Russian education (in the 1920–40s). International Journal of Innovative Technology and Exploring Engineering, 9(1), 4032-4036.
Goldshmidt, E.S., Gritskevich, T.I., Mesheryakova, S.M., & Cherepanov, A.Y. (2018). Concept of noospheric education: innovative methods for developing personal cognitive strategies. European Proceedings of Social and Behavioural Sciences, 35, 383-394.
Hayn-Leichsenring, G.U. (2017). The ambiguity of artworks. A guideline for empirical aesthetics research with artworks as stimuli. Frontiers in Psychology, 8, 1857.
Kalahasthi, R., Bhuptani, P.H., & Kapoor, H. (2017). An analysis of thoughts, behaviours, and emotions in daily decision-making. Psychological Studies, 62(4), 409-420.
Klein, S.R. (2018). Coming to our senses: Everyday landscapes, aesthetics, and transformative learning. Journal of Transformative Education, 16(1), 3-16.
Kozbelt, A. (2017). Tensions in naturalistic, evolutionary explanations of aesthetic reception and production. New Ideas in Psychology, 47, 113-120.
Lavreneva, О. (2017). Nicholas Roerich's notebook sheets – space essays. Studia Litteraria Universitatis Iagellonicae Cracoviensis, 12(4), 289-297.
Maslova, N.V. (2013). Noospheric education: methodology, technology, tools. Herald of Ecological Education in Russia, 67(1), 23-26.
Osgood, C.E. (2009). Semantic differential technique in the comparative study of cultures. American Anthropologist, 66(3), 171-200.
Ovchinnikova, А.Zh., Lazarev, B.N., Lazareva, M.V., & Tigrova, I.V. (2019). El desarrollo del pensamiento lógico en alumnos jóvenes a través del aprendizaje basado en proyectos [The development of logical thinking in junior pupils through project-based learning]. Revista Dilemas Contemporáneos: Educación, Política y Valores, 30, 88. Retrieved from https://www.dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/1116/257
Renn, J. (2020). Evolution of Knowledge: Rethinking Science for the Anthropocene. Princeton: Princeton Univ. Press.
Smirnova, E., & Georgiadi, V. (2013). Dialogic pedagogy in teaching the disciplines in the higher education system. World Applied Sciences Journal, 24(7), 850-857.
Subetto, A.I. (1966). Bertolt Brecht and the dialectic of tradition. Forum for Modern Language Studies, II(2), 123-140.
Tolstenko, A., Baltovskij, L., & Radikov, I. (2019). Chance of civic education in Russia. SAGE Open, 9(3), 1-19.
Torshilova, E.M., & Boyakova, E.V. (2018). Diagnosing art appreciation of children between the ages of four and nine years. International Journal of Engineering and Technology, 7(4), 564-568.
Vasko, R., Korolyova, A., Tolcheyeva, T., & Kapranov, Y. (2020). Human language as a natural artifact of planetary-noospheric mind: coevolutionary-macromutational reinterpretation. Amazonia Investiga, 9(34), 17-23. https://amazoniainvestiga.info/index.php/amazonia/article/view/1491
Verhavert, S., Wagemans, J., & Augustin, M.D. (2018). Beauty in the blink of an eye: The time course of aesthetic experiences. British Journal of Psychology, 109(1), 63-84.
Vernadsky, V.I. (2016). Philosophy of Science. Selected Works. Moscow: Yurait. (in Russian)
Vi, C.T., Ablart, D., Gatti, E., Velasco, C., & Obrist, M. (2017). Not just seeing, but also feeling art: Mid-air haptic experiences integrated in a multisensory art exhibition. International Journal of Human-Computer Studies, 108, 1-14.
Published
2021-03-08
How to Cite
Ovchinnikova, A., Lazareva, M., Tarasenko, T., & Solovieva, T. (2021). Creative methods of noospheric learning through art assets: Case study of authentic education. Amazonia Investiga, 10(37), 180-189. https://doi.org/10.34069/AI/2021.37.01.18
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Section
Articles
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