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LA EDUCACION ESTETICA COMO DESCUBRIMIENTO DE LA ORIGINALIDAD
M.a Angeles Galino
Revista Española de Pedagogía
Vol. 12, No. 45 (Enero-Marzo 1954), pp. 35-45
Published by: Universidad Internacional de La Rioja (UNIR)
Stable URL: http://www.jstor.org/stable/23761950
Page Count: 11
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I The article refers to the solutiosn that aesthetic education has found in the neoitalianidealism and in same pedagogical methods stired up by the new schools of psychology. Aesthetic education is, according to Gentile, a stage in the ento-autonomous development of the ego, from which is derived, the three following consequences: He attributes to aesthetic education a great extension, establishes a distinction between aesthetic education and artistic education, and denounces customs, rules and authority as another obstacle in aesthetic education. II Psychoanalysis and other related psychologies have contributed in conceiving aesthetic education as a liberation of the personality. Because it foments the ability to go towards the object of artistic fiction and because artistic comprehension facilitates the liberation of the affective burdens. «Catharsis». It is true that the neoidealism, in the same way as the current psychologies, has been superceeded. But we are 'eft with the certitude that the aesthetic realization of the child is intimately linked with his creative tendencies and manifestations of personal originality.
Revista Española de Pedagogía © 1954 Universidad Internacional de La Rioja (UNIR)