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dc.contributor.authorSchiralli, Martin G.
dc.date.accessioned2019-09-23T12:44:10Z
dc.date.available2019-09-23T12:44:10Z
dc.date.created2018-06-29 23:06
dc.date.issued1978-01-01
dc.identifieroai:ojs.ejournal.library.mcgill.ca:article/7183
dc.identifierhttp://mje.mcgill.ca/article/view/7183
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1784
dc.description.abstract"The fallacy of perfect obviousness" lies in wait for any teacher, once he or she loses sight of the conceptual processes by which are acquired the perceptions that experts in a field exercise "instinctively". Dr. Schiralli points out that in this respect aesthetic education does not differ from other fields that may seem to be more clearly dependent upon concept formations. Art education too has its groundwork of concept building, which will enable a teacher to develop strategies for helping students to see in a picture the things that strike him or her as perfectly obvious. This apparently simple proposition has implications for the learner's grasp of the "basics" in any field. It is rare to find a philosophical treatment that strikes so plainly at the heart of methodology.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherArray
dc.relation.ispartofhttp://mje.mcgill.ca/article/view/7183/5122
dc.sourceMcGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol 13, No 001 (1978)
dc.titleTHE FALLACY OF PERFECT OBVIOUSNESS IN AESTHETIC EDUCATION
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode0024-9033
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14747671
ge.identifier.permalinkhttps://www.globethics.net/gel/14747671
ge.lastmodificationdate2018-06-29 23:06
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149766
ge.oai.repositoryid100447
ge.oai.setnameArticles
ge.oai.setspecMJE:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://mje.mcgill.ca/article/view/7183


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