Naslov
Art in the inclusive education: a proposal for archetypal pedagogy

Autori
Romstein, Ksenija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
Umjetnik kao pedagog pred izazovima suvremenog odgoja i obrazovanja / Škojo, Tihana - Osijek : Umjetnička akademija Sveučilišta Josipa Jurja Strossmayera u Osijeku, 2014

ISBN
978-953-58055-3-3

Skup
Prvi međunarodni znanstveni i umjetnički simpozij o pedagogiji u umjetnosti: Umjetnik kao pedagog pred izazovima suvremenog odgoja i obrazovanja

Mjesto i datum
Osijek, Hrvatska, 17.10.2014. - 18.10.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
children with disabilities; archetypal images; intrapersonal processes; interpersonal relations; archetypal pedagogy

Sažetak
In disability studies and educational science, art is appreciated as an important aspect of rehabilitation of children with disabilities. Since the children with disabilities experience diverse challenges in their everyday life, from frequent hospitalizations, peer rejection, adults' autonomy regulation etc., art offers a multiple beneficiaries for children such as stress relief, communication and social competence enhancement, peer relations facilitation and intrapersonal processes reaching, especially self-conception. According to disability studies research, art therapy approach in education is possible thanks to universal phenomenon of archetypal images, inherent to every individual. Philosophical underpinning of this phenomenon reveals that art in education of children with disabilities, especially issues concerning archetypal images, can become a part of emerging field of pedagogy named archetypal pedagogy. The main idea of this field is that teachers, as well as children, "own" and "nourish" certain archetypal images influencing their behavior, in this case pedagogical practice. Although psychotherapy acknowledges the presence of mutual influences between child and adult (precisely therapist) named transfers, process of teaching and learning is rarely addressing this issue. Moreover, it looks like the teachers are aware of child's psychological functioning, while their own is putted aside due to simplification of the contemporary pedagogical inquiry, i.e. child centered pedagogy. So, in this paper the archetypal images will be scrutinized in example of interpersonal relations of children with disabilities and their teachers in inclusive education as proposal for constructing archetypal pedagogy. The main purpose of this work is to open up a dialogue about connection between adults' behaviors and child's position in the educational context, regardless child's (dis)ability.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA