Meninio ir dvasinio ugdymo integralumas
| Author | Affiliation | |
|---|---|---|
Rinkevičius, Zenonas | ||
| Date |
|---|
2011 |
It is essential not only in the view of contents for teaching, but also for the process of teaching. Although the most important artistic-spiritual upbringing condition is the personality of the upbringer, his (her) spiritual maturity, professional and pedagogical competence. He follows humanistic pedagogy, spiritual connection not only with the piece of art, but also with the child, which (and not the subject of study) is in the centre of upbringing process. This connection guarantees the emergence of appropriate spiritual states, creative artistic thinking and emotional-aesthetic nature of the activity. This is the core of artistic-spiritual knowledge. Sociocultural and honesty upbringing tasks are solved this way: intra-artistic connections are actualised (for example, music in the family of arts), extra-artistic connections (music relation with honesty, religion, ethnic culture, history and others).
Spiritual crisis of the society is forcing scholars to question the spiritual upbringing of pupils. The school is concentrating most on expanding the knowledge and intellectual base while almost forgetting the purpose and final goal of the upbringing – the spirituality of a person. Positivistic knowledge is also visible in the sphere of artistic upbringing. Thus, as various research shows, for teenagers the sensitivity to beauty, belief values has become the least acceptable (Martišauskienė, 2004; Aramavičiūtė, 2005). It is thus urgent to look for ways to solve the problem: how to integrate pupils’ artistic education into personal spiritual upbringing and achieve artistic and spiritual upbringing unity. The purpose of the article – to reveal the conditions for achieving artistic and spiritual upbringing connectivity.
Person being in touch with the high, perfect art helps to nurture the spirituality in oneself. This form of art is formed by of various art form creations that are distinguished by their non-aging aesthetic, ethnic and spiritual value. The authors of this article describe the spirituality of a person in this way: it is an essential immanent trait, which determines the person’s existential purpose, one’s feeling and thinking motives and metamotives, the intentionality of one’s actions and ensures the continuation and development of the most important virtue: wisdom, beauty, love, honesty and belief. When solving the problem, it is essentially important to refer to the paradigm of pithiness (we will refer to an example in music). The knowledge of a form of an art creation, the means for expression in the upbringing process become not the ends, but the means to reach for the high goal – the understanding of the world of art as an aesthetic and spiritual reality. For the purpose of personal upbringing it is important view art, music as a manifestation of spirituality. Music (we are talking about the perfect, non-aging music) is a transcendation by the language of intonations, a spirit’s training that increase our physical, psychical, spiritual and social reactivity, enrich the inner world. Perfect music is spiritual and this is not necessarily because of its direct connections with some sort of confession. It also a prayer, the phenomenon of our direct connection with the Absolute. This connection lets us feel the spirit’s universality, prove, in a specific way, that, which cannot be proven by books, science or internet. With appropriate upbringing conditions and the dispersion of its holiness and wisdom, perfect music and other arts can get through to a person’s spiritual world and change it towards a path of goodness.
Insights into the purpose of creations of art enrich the spirit and form an authentic relationship with the creations and through them – with the environment, world. Psychologically this is achieved through artistic thinking, base of which reveals the connectivity between artistic and spiritual origins. When teaching, for example, music, it is achieved through a specific type or artistic thinking – musical thinking. It is emotional-intuitive and conscious synthetic-analytical activity, revealing the connections and unity of intonations and meanings through the language of music. This activity is the most important spiritual psychical “nerve” of the art of music and the emerging of its meanings. Without it, the creation, performing and understanding of music and the musical culture, musical upbringing would be impossible. Whole learning of a piece of art is an artistic-spiritual process which, with appropriate conditions made available, distinguishes itself with undividable perception and dispersion of beauty-meaning, spiritual virtues. The source of this dispersion is creation of art as a holistic composition of content and form. It is comprised by: a) the material half, form (“how”) and b) ideal artistic-spiritual half (“what”). This rich half is the source of artistic-spiritual knowledge. During the upbringing process it is important that the material half would not overshadow the essence, that this essence would be internalised in the pupil’s spiritual world. When developing artistic knowledge, certain, appropriate for it educational conditions are required. Upbringer’s view of art as an artistic-spiritual phenomenon, and artistic upbringing purpose as a development of pupil’s artistic-spiritual culture should be the axis of the these conditions. Thus when determining the contents of artistic upbringing, one of the criteria for selection should be creativity.