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Aesthetics and critical pedagogy: a critique of Parsons’ stage theory of aesthetic development

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dc.contributor.author Balomenos-Trifonas, Elefteria
dc.date.accessioned 2008-10-11T21:11:18Z
dc.date.available 2008-10-11T21:11:18Z
dc.date.copyright 1993 en
dc.date.issued 2008-10-11T21:11:18Z
dc.identifier.uri http://hdl.handle.net/2429/2602
dc.description.abstract The present study brings to light the limitations of Parsons' (1987) stage theory of aesthetic development by facilitating a critical examination of it through the postmodern tenets manifest within critical pedagogy. It is pointed out that the aesthetic phenomenon exists as an entity within experience which ultimately denies definitive conceptual absolutes in its description. A divergency of theoretical positions within aesthetic traditions are reviewed so as to convey the problems and limitations of an aesthetic developmental theory which restricts responses to a designated sequence of possibilities. Aesthetic experience exists as a complex network of alternatives, not easily ordered into clearly definable conceptual frameworks from which to base teaching practices. Although Parsons' theory offers a structured order which identifies sequentially appropriate objectives for the teaching of aesthetics, it is critically rendered suspect based on the philosophical predispositions of critical pedagogy. It is argued that ideological biases maintained through cultural membership serve to orient researcher and subject belief systems so as to allow for normative behaviour(s) to be presented as given and natural rather than their being considered as culturally legitimated developments. Parsons' structural theory, which offers a strictly Eurocentrically biased conceptual itinerary, is critically assessed for the moral and ethical implication it imposes on subordinate group populations. Marginalized group belief systems are implicitly denied due recognition as valid and valuable options within experience. Critical pedagogy, as it is delineated within the present study, exposes the limiting and restrictive nature of an educational agenda which offers a definitive and a closed system of developmental possibilities. en
dc.format.extent 7041268 bytes
dc.format.mimetype application/pdf
dc.language.iso eng en
dc.relation.ispartofseries UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
dc.title Aesthetics and critical pedagogy: a critique of Parsons’ stage theory of aesthetic development en
dc.type Electronic Thesis or Dissertation
dc.degree.name Master of Arts - MA en
dc.degree.discipline Art Education en
dc.degree.grantor University of British Columbia
dc.date.graduation 1993-11 en
dc.degree.campus UBCV en


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