البعد الجمالي في الفلسفات الحديثة وانعكاسه المعرفي في التربية الجمالية لدى طلبة قسم التربية الفنية

Abstract

This research aims to explore the aesthetic dimension in modern philosophies and analyze its cognitive reflection in aesthetic education among students of the Art Education Department, in light of the intellectual transformations that have shaped the concept of beauty in modern and contemporary philosophy. Beauty is no longer understood merely as a sensory or formal value; rather, it has evolved into a cognitive concept associated with perception, interpretation, meaning-making, and engagement with cultural and social contexts. The study examines the major aesthetic conceptions proposed by modern philosophies, particularly phenomenological philosophy, which emphasizes aesthetic experience as a conscious perceptual experience; pragmatist philosophy, which links beauty to action and lived experience; critical philosophy, which approaches beauty from social and cultural perspectives; and post-structuralism, which stresses the relativity and plurality of aesthetic meaning. The research seeks to demonstrate how these philosophical perspectives have moved from their theoretical framework into the educational sphere, particularly aesthetic education. Furthermore, it highlights the cognitive implications of the aesthetic dimension in aesthetic education as an educational process aimed at developing aesthetic awareness, critical thinking, and students’ abilities to analyze and interpret artistic phenomena. Students of the Art Education Department are regarded as the central focus of the educational process and as future educators. The study argues that students’ understanding of contemporary aesthetic concepts contributes to enhancing their theoretical comprehension of art, developing their artistic practices, and connecting artistic production to its cognitive and cultural contexts. The findings indicate that incorporating the aesthetic dimension of modern philosophies into art education curricula contributes to the development of an integrated cognitive and aesthetic personality among students and strengthens their ability to employ beauty as a cognitive and educational approach rather than merely a formal or technical practice. The research also recommends the development of curricula and teaching methods to achieve greater integration between the philosophical-aesthetic dimension and the practical component in the preparation of students in the Art Education Department