Rethinking Aesthetic Education

이민정 한국초등미술교육학회 2010 미술교육연구논총 Vol.27 No.-

Scholars have continuously debated about the importance of aesthetics in art education and of aesthetic education and have posed numerous questions about the possibility of practicing aesthetics in the educational field. Aesthetic education was first introduced in the structured curriculum of Discipline-based Art Education (DBAE). Since DBAE, the significance of aesthetic education has become manifested, and the meaning of aesthetic education has become recognized. However, aesthetic education in DBAE was not fully developed. The primary reasons for this lack of development include an absence of available curriculum for aesthetic education, problems with aesthetic education related to its birth under the influence of modernism, and the complex and ambiguous meanings that the term aesthetics has. Because of these reasons, it is still difficult to define aesthetic education, which has led to the continued confusion about what aesthetic education is and how to teach aesthetics to children. In addition, some scholars insist that the discourse of aesthetics in art education is useless. Therefore, this study suggests that these difficulties and problems come from a narrow understanding and interpretation of the meaning of aesthetic education. Thus, this study attempts to overcome these problems by redefining the meaning of aesthetics by reexamining the term aesthetics from its origin in order to break through the modernist dichotomy between body and mind, emotion and reason, sense and thought, as well as art and life. Based on this investigation, this study emphasizes the importance of aesthetic education and the possibility to practice it in art education.

Aesthetic Interpretation and Exploration of Aesthetic Education Concept from the Perspective of Neuroaesthetics

이기,류신,유욱 한국전시산업융합연구원 2023 한국과학예술융합학회 Vol.41 No.3

Aesthetic education, a vital aspect of the educational system, fosters holistic and comprehensive development in students. Nevertheless, the current implementation of aesthetic education frequently takes on a form dominated by “intellectual education”, causing a shift from “aesthetic education” towards “education for beauty”. Furthermore, a trend towards homogenization between aesthetic education and specialized arts education is emerging. These issues impede the advancement of aesthetic education and obstruct the realization of its primary objective: promoting students' comprehensive development. To address these concerns, in this study, both the philosophical and scientific concepts of aesthetics was employed to interpret the structure and notion of aesthetic appreciation. The research aimed to explore innovative methods for aesthetic education. Accordingly, the study attempted to incorporate contemporary neuroaesthetics perspectives and the Vienna Aesthetic Model, elucidating the origin of beauty as grounded in the “thing-self” logic. The research underscores the crucial role of memory in the aesthetic process, analyzing memory's two characteristics-individual differences and self-relevance, based on relevant experimental results. Building on this foundation, the study ultimately proposes two aesthetic education methods: the perception of beauty through memory dimensions and the creation of beauty through memory dimensions. Specifically, the research combines situational implementation with memory representation in educational practice, delving into aesthetic education methodologies from the underlying levels of consciousness and logic. This approach guides aesthetic education towards the true essence of beauty, offering theoretical references for the advancement of aesthetic education.

쉴러에 근거한 미적 교육 방안 연구 - ‘인간의 미적 교육을 위한 편지’ 를 중심으로 -

이화식 한국초등미술교육학회 2012 미술교육연구논총 Vol.32 No.-

Schiller advocates aesthetic education through On the aesthetic education of man , and in his aesthetic education, aesthetic activity is nothing more than a means, and human education in harmony is the purpose. He points out that conflicts and lack of harmony are problems presenting human personality and circumstances that are conflictory. He suggests that harmonizing and unifying such conflictory human characteristics is ‘beauty.’While doing so, he explains in detail the justification of aesthetic play which takes beauty as its goal. For instance, he suggests the drive of human personality as ‘the formal drive; and the drive of condition as ‘the material drive’. The drive to unify such conflicting drives(desires) is the play drive,and the play drive is a desire that operates on the basis of beauty. In addition, he carefully explains the process of transformation from material condition to mental condition and then to aesthetic condition, and the concept that uses such process or stages of such process is aesthetic appearance. Aesthetic appearance provides an opportunity to enter aesthetic sentiment by taking advantage of human's inherent material attribute and mental attribute. Thus, On the aesthetic education of man points out specifically how the forms and contents of aesthetic play influence human personality and change instead of making a remark in a superficial manner on the importance of aesthetic education which we advocate. Therefore, this study examined On the aesthetic education of man , and deducted ways to apply the methods of aesthetic education to aesthetic education in Korea. This study deduced methods of aesthetic education in aesthetic education of Letters Upon The Aesthetic Education of Man. Schiller's method of aesthetic education is using ‘the play drive’, ‘aesthetic appearance’, ‘aesthetic freedom’,and ‘aesthetic condition.’ This study offered three examples of using the play drive in a specific manner, five examples of formation of aesthetic appearance,and three examples of experiencing aesthetic condition, and this study was completed with examples of applying them to modern aesthetic education. 쉴러는 『미적 편지』 를 통해 미적 교육을 주장하였는데, 그의 미적 교육에서 미적 활동은 하나의 수단에 불과하고 조화로운 인간교육이 목적이다. 그는 인간의 대립적인성질인 인격과 상황을 제시하여 서로 조화되지 못하고 갈등하는 것이 문제라고 지적하고 있다. 이와 같은 대립적인 인간 특성을 조화롭게 통합시키는 것이 ‘미’라 제시했다. 그러면서 미를 목적으로 하는 미적 유희의 정당성을 자세히 설명하고 있다. 예를 들면인간의 인격의 추진력을 ‘형식충동’이라 하고, 상태의 추진력을 ‘소재충동’이라 제시했다. 이와 같은 상반된 추진력(욕구)을 조화롭게 통합시키는 추진력이 유희충동이고,유희충동은 미를 바탕으로 작용하는 욕구이다. 또한 그는 인간이 물질적 상태에서 정신적 상태로, 다시 정신적 상태에서 미적 상태로 변화되는 과정을 주의 깊게 설명하고있는데 그 과정이나 단계를 사용하는 개념이 미적 가상이다. 미적 가상은 인간이 선천적으로 가지고 있는 물질적 속성과 정신적 속성을 이용하여 미적 정조의 단계로 진입할 수 있는 계기를 제공하여 준다. 이와 같이 쉴러의 『미적 편지』는 피상적으로 우리가주장하는 미적 교육의 중요성을 언급하기 보다는 미적 유희의 형식과 내용이 어떻게인성에 영향을 미치고 변화하는지 구체적으로 지적하고 있다. 그래서 본 연구자는 『미적 편지』를 연구하고 미적 교육의 방법을 현대 우리 미적 교육에 적용할 수 있는 방안을 도출하였다. 『미적 편지』 의 미적 교육에서 미적 교육의 방법을 추론해내었다. 쉴러의 미적 교육 방법은 ‘유희충동’, ‘미적 가상’, ‘미적 자유’, ‘미적 상태’를 이용하는 것이다. 유희충동의 이용은 구체적인 방법으로 3가지를 제시했고, 미적 가상의 형성은 5가지로 제시하며, 미적 상태의 체험은 3가지로 제시하여 다시 현대 미적 교육에 적용하는 것으로 연구를 마무리했다.

경력 유아교사의 ‘심미교육’의 이해와 실천에 관한 인식연구

임부연,류미향 한국영유아교원교육학회 2009 유아교육학논집 Vol.13 No.6

The purpose of this study was to examine experienced early childhood teachers' beliefs and practices about aesthetic education as well as their difficulties and demands in practicing aesthetic education in the classroom. In particular, the relationships between teachers' general beliefs and practices (with regard to aesthetic sensibility, aesthetic vocabulary, aesthetic sensibility expressed in the Kindergarten Curriculum, practices of aesthetic education, teacher efficacy beliefs about practicing aesthetic education) and their broader beliefs about aesthetic education (with regard to aesthetic man and beautiful world) were examined in this study. Since reasons and emotions are separated and unbalanced in the current education, this study is valuable because we need to put more attentions into the cultural art education and aesthetic education as alternative ways of educating children. In this study, most of the experienced, early childhood teachers tended to have positive attitudes toward the importance and values of aesthetic sensibility and education. However, they expressed difficulty in practicing aesthetic education. Teachers indicated that their lack of training and knowledge about aesthetic education from their teacher education, in-service training, and the kindergarten curriculum might be the reason for their difficulties. Differences and gaps between teachers' beliefs and practices concerning aesthetic education were discussed in terms of two possible reasons: (1) a disconnection between art activities in the early childhood classrooms and aesthetic education and; (2) the need of teacher training and education about aesthetic education for providing more direct experiences and support for early childhood teachers. 오늘날 이성과 감성의 불균형적 교육에 대한 대안적 모색으로 문화예술교육과 심미교육에 대한 환기가 필요한 시점에서, 예술 활동을 일상적으로 지도하는 경력 유아교사들이 유아를 위한 ‘심미교육’을 어떻게 이해하고 실천하고 있는지에 대한 전반적 인식과 어려움을 함께 알아보고자 하였다. 특히 심미감과 심미적 용어, 교육과정과 연계된 심미감, 교수효능감 등의 교육적 요소와 관련된 심미교육의 일반적 인식과 미적인간과 아름다운 세상 등 보다 확장된 의미를 가지는 심미교육의 포괄적 인식과의 관계성도 함께 알아보고자 하였다. 연구 결과, 대부분 경력유아교사들은 일반적 심미감과 심미교육의 중요성과 필요성에 대해서는 비교적 높은 인식을 가지고 있었으나, 심미교육을 실천하고 활용하는데 있어서는 어려움을 가지고 있는 것으로 나타났다. 특히 아름다운 세상을 향한 포괄적 관점에서 심미교육에 대한 높은 이해에도 불구하고 이를 직접적 실천으로 적용하는 교수방법에 대한 어려움은 유아교사양성이나 연수, 교육과정 등에서 심미교육에 관한 경험과 기회의 부족을 지적하는 목소리로 나타나고 있다는 점에서 인식과 실천의 거리감이 일관적이었다. 이러한 거리감과 차이와 관련하여 유아교실에서 ‘예술 활동’이 ‘아름다움의 초월적 기의’로 연결되는 심미교육과 풍부한 연결점을 갖지 못하고 있다는 점과 유아교사교육에서 심미교육의 구체적 경험과 지원이 필요하다는 점을 논의하였다.

Research on the Integrative Application of Neuroaesthetic Theory in Aesthetic Education

류 신,위란란 한국전시산업융합연구원 2023 한국과학예술융합학회 Vol.41 No.4

This research is based on the theory of neuroaesthetics, with the perception and expression of beauty as the center, and explores its application in aesthetic education from the perspectives of visual and non-visual aesthetics. The research objective is to explore the possibility of applying the principles of neuroaesthetics in aesthetic education, and to research the theoretical framework for the combination of neuroaesthetics and aesthetic education. Specifically, it analyzes the aesthetic order from the mechanism basis of aesthetic cognitive principles, looks for the relationship between visual symbols and Formal language, and discusses the mode of aesthetic education through teaching practice and questionnaire survey. The significance of the research lies in exploring the diverse applications of neuroaesthetic theory. Provide new research perspectives and directions for aesthetic education, and improve the quality and effectiveness of aesthetic application and aesthetic education. Especially in the context of interdisciplinary integration, providing a theoretical basis for the application of aesthetics, exploring the diverse development direction of neuroaesthetic applications through a combination of aesthetic mechanisms and educational processes. The research methods of this paper include theoretical analysis, theoretical deduction, questionnaire survey, and practical teaching experimental methods. The research scope is related to neuroaesthetics and aesthetic education, with a focus on the theoretical framework of aesthetic application. The research content starts from the concept of beauty and analyzes the order and laws of beauty through neuroaesthetic theory, principles, and brain mechanisms. Researching the application of neuroaesthetics in aesthetic education through educational practice, and summarize the theoretical framework of neuroaesthetics in aesthetic education. Clarify the relationship and structure of vision, semantics, language, and logic, and emphasize the significance education method that adapts to the aesthetic mechanism of the brain. The research results of this paper can be summarized as the applied methods of neuroaesthetics in aesthetic education as two aspects and three steps. The research conclusion is that neuroaesthetic theory can be integrated into aesthetic education. That is, at the same time of language meaning, aesthetic feeling is obtained through the contact of Formal language and visual symbols, so as to improve the effect of aesthetic education.

미학적 접근을 통한 무용 감상 교육에 관한 연구

최현주 한국체육철학회 2009 움직임의철학 : 한국체육철학회지 Vol.17 No.2

The purpose of this study was to shed light on the importance of dance appreciation education and the desperate necessity of aesthetic approach to that which was part of fundamental education. One of the significant merits of dance education by aesthetic approach is that it makes it possible for teachers and students to appreciate music, to have a talk about the concepts of dance and creative criticism, and to gratify their curiosity about dance and aesthetic objects, which cannot be achieved by cramming education or practice-centered learning. In fact, however, the introduction of aesthetics into dance education is still rejected on the ground that an aesthetic approach is still overly metaphysical and abstract in the education sector. Another reason is a poor understanding of aesthetics and inadequate aesthetic abilities on the side of teachers. Dance appreciation education by aesthetic approach enables learners to have an aesthetic eye, to experience beauty, to foster their perceptivity and analytic ability required for understanding and appreciating works. The focus of the study was placed on providing theories on the arts, aesthetic experience and aesthetic judgment for teachers to stir up the aesthetic inquiry of students, to foster their aesthetic eye and to let them grow into well-rounded aesthetic adults. To serve the purpose, literature of education, dance education, aesthetics and dance criticism were reviewed to find out the concept and transition of aesthetics to lay the foundation for an aesthetic approach toward dance education. Besides, the concept and purpose of dance appreciation and the need of aesthetic approach were discussed to explore some of the right directions for dance education by aesthetic approach. 이 연구는 무용 감상 교육의 중요성을 인식하고 근본적인 기초교육으로서 미학적 접근이 필수적임을 인지시키고자 한다. 미학적 접근을 통한 무용교육은 감상뿐 아니라, 창작 비평과 같은 영역에서 다루어진 개념들을 대화하고 이해함으로서 미적 대상을 둘러 싼 많은 의문을 해결할 수 있기 때문이다. 이를 위해 미학적 접근을 통한 무용 감상 교육은 미적 안목과 아름다움을 경험할 수 있는 능력을 키워주며 작품을 이해하고 감상하는데 필요한 지각력과 분석 능력을 개발해 삶의 경험에서 필요한 사고력과 문제해결 능력을 위한 창의성과 상상력을 키워줄 수 있다. 또한 미적 안목을 육성하여 생활 속에서 무용을 향유하는데 올바른 미적 선택을 통하여 자신의 삶을 아름답고 윤택하게 가꿀 수 있는 심미적 인간을 기르는 것이다. 무용이 지적인 창작영역임을 감안할 때 기존의 실기위주의 무용교육 프로그램은 사상적, 이론적 자극이 결여되어 기능위주의 무용교육을 낳았다. 이러한 교육 현실 속에서 본 연구에 제시된 미학적 접근은 예술이론, 미적경험, 미적 판단에 이해를 도움으로써 학생들의 미적 비판능력을 신장시킬 수 있다. 결과적으로 학생들은 무용 감상의 미학적 접근을 통해 미학적 개념과 관련된 많은 질문을 통하여 자신의 사고를 비평하고 추론함으로 자신의 사고를 명확히 하게 됨으로써, 미학적 접근을 통한 감상교육 안에서 무용의 중요성과 기능을 인식하게 되어 무용이 단순한 감정의 표출이 아닌 인간의 내적 감정을 승화시켜주는 것으로 이해하게 된다. 그러면서 무용의 가치를 이해함으로 무용을 미적으로 지각하는 능력을 기르고 나아가 주변의 미적 대상들을 찾아내고 지각하게 될 수 있을 것이다.

군터 오토의 미학적 교육 교수법

김경순(Kim Gyong-Soon) 한국미술교육학회 2006 美術敎育論叢 Vol.20 No.1

  본 논문은 군터 오토의 미학적 교육 교수법에 대해 그의 대표적인 세권의 저서를 중심으로 크게 네 가지 목표를 두고 다룬다. 첫째, 오토의 미학적 교육 교수법이 나오기 전의 1950년대에서 70년대 미술교육계의 상황과 변화 요인을 다룬다. 둘째, 오토의 미학적 교육에 내재되어 작용하는 주요 개념을 다룬다. 셋째, 오토의 1974년의 미학적 교육 교수법을 다룬다. 넷째, 오토의 1987년의 해석교수법과 그 원리를 다룬다. 이와 같은 네 목표를 통해 종합적으로 오토의 미학적 교육 교수법이 우리나라 미술교육에 시사하는 점은 무엇인가를 다룬다.   My study treats three books of G. Otto, a German researcher of Pedagogy and didacticism: "The didacticism of Aesthetic Education (1974)", "The Interpretation(1987)", and "The Teaching and Learning Between Didacticism and Aesthetics: Didacticism and Aesthetic(1998)". The aim of the study is to study the didacticism of Aesthetic Education by Otto. The study has five problems to solve. 1. What happened from the "50s to the "70s in the area Art Education? The historical background of that example helps explain the research that is based on the didacticism of Aesthetic Education Otto"s concerned with 2. What are the base concepts of the didacticism of Aesthetic Education? 3. What is the interdisciplinary didacticism of Aesthetic Education by the "Didacticism of Aesthetic Education 1974" of Otto and its principle? 4. What is the procedural interpretation for didacticism by the "Interpretation"? 5. What is the relevance of Otto"s didacticism for Korean Art Education?   From the "50s to the early "70s dominated Art Education in context of Schiller"s Art Education understood wrong. Thereby they were heavy critics on that by cardinal representative for visual communication. They claimed Art Education conveys art as art for art. They understood such Art Education as an unproductive subject for the future of the students. Their claim was accepted without problem at the high school level. Otto agreed with their assertion.   Otto"s didacticism of Aesthetic Education based on the socialist theory of Koenig, Adorno, Eco, Cassirer, Heimann, etc. The principle of Otto"s didacticism in the "70s is basically more centered, self-decided by learning groups, emancipated from the hindrance of social life and all side development of the student. Otto said Aesthetic Education and didacticism are interdisciplinary. The context system comes out of Hoffmann"s art theory. According to the theory of the context system, the teacher has to classify necessary contents and connect that with the interdisciplinary aspects. The context system helps to discuss or shape political or social or economical or semiotic problems in a new version. These didacticism is aimed to socialization and emancipation of the students. The class form for that is even interdisciplinary.   Interpretation didacticism comes in the 1987 year. The theory is concerned with semiotics. Its main focus is on clear procedure in the interpretation method. The main procedures are discussion in speaking and writing, painting in series, collection on the learning matter and making the perspective. Each process has a didactic problem. The discussion means speaking about what students see in a picture and what is it concerned with and what is reminds them of. The students talk and write freely about what they see. Painting in series is an activity for solving the problems that come out of the activity with discussion and writing about the picture. The problems show us what the students see through the picture, so they have to solve their problems in a series of pictures. Also the interpretation means not only speaking on the picture that is treated in the class, but also speaking on their personal problems through the pictures. The reason for the procedural interpretation is aimed at the fact that the students have to use their rationality and sense in both sides and decide the object thereby without prejudice. So they take the viewpoint of other people and come to be emancipated from monopoly sight and socialized.   The didacticism of Aesthetic Education by Otto conveys many perspectives for Korean Art Education. First, the didacticism of Otto is a model for researching the didacticism of Art Education and base material for the scientist theory. Second, the aim of Art Education has to be education of rational though the using the senses. Third, the interdisciplinary didacticism of

초등 국악교육의 새로운 지평

정은경(Jung Eun-Gyeong) 낭만음악사 2008 낭만음악 Vol.20 No.2

21세기 들어 미학을 학교교육에 도입하려는 움직임이 여러 방면에서 제기되고 있다. 학교에서의 미학교육은 학생들로 하여금 일상 속에서 다양한 미적체험을 통하여 지속적으로 미적 지각 능력을 발달시키고자 하는 데 중요한 목적이 있는 것이다. 본 연구는 이러한 배경 하에서 미학을 특히, 초등학교 음악교육에 도입시켜 보고자 한다. 그 이유는 어렸을 때부터 음악과 관련한 다양한 활동을 하는 데에 있어서 미학적 관심을 수반한다면, 초등학교 이후의 음악교육도 자연스럽게 미학적 사고체계를 갖춘 음악교육이 될 수 있을 것이라 기대하기 때문이다. 또한 본 연구에서는 미학교육의 적절한 내용과 소재를 우리의 전통음악에서 찾고자 한다. 그 가운데서도 특히 우리나라의 민요를 미학교육의 주제로 삼아 초등 국악교육의 새로운 교육 방법론을 모색해보고자 한다. 민요는 오래전부터 그 예술적·교육적 가치의 우수성으로 인해 학교 음악교육의 귀중한 자료로 인정받아 왔다. 이에 본 연구는 먼저, 초등 음악교육과 미학교육과의 관계에 대해 조망해보고자 하며, 초등 국악교육과 민요, 그리고 미학교육과의 관계에 대해서도 살펴보고자 한다. 특히, 기존의 다른 학계에서 이루어진 미학교육의 접근법에 대해 자세히 살펴보고, 이러한 연구 결과를 적극적으로 활용하여 초등 민요수업에 있어서 미학교육의 구체적인 실천 방법에 대해 집중적으로 다루고자 한다. 무엇보다도 본 연구는 초등 민요수업에 있어서 미학교육의 실제 수업 구성 원리를 도출하여, 이를 토대로 실제 수업안을 제시하려고 시도한다. This study explores modern aesthetic methodologies for elementary folk song education and the employment of themes in esthetic education. The relationships between elementary music education and aesthetic education was examined, and the feasibility and necessity of aesthetic education for young learners was highlighted. The relationships among elementary Korean traditional music, folk song, and aesthetic education was investigated; and based upon the results of this study, practical methods for aesthetic education were dealt with centering around Elementary National Classical Music Education. By laying stress on folk songs, a framework for practical lessons is presented. Because of their artistic merits, folk songs inherited from previous times are recognized as important teaching/learning materials for music education. Aesthetics, as a branch of philosophy studying beauty, is experienced when people sense and judge sentiment and taste. Thus, aesthetic education is highly important in enhancing aesthetic self-awareness. Aesthetic education in the schools is not intended to educate students to be professional aesthetes but, through aesthetic experiences in our daily lives, to raise aesthetic awareness, and to help students to promote their artistic understanding. This study takes a strong stance for the implementation of aesthetics in school music education, but is limited only to elementary school students. Because, during the elementary school period, we feel that students have a boundless curiosity and strong desire to learn, we need to seek new methodological turing point for Elementary Korean Traditional Music through the consideration of student characteristics. Accordingly, elements of our traditional heritage such as folk songs can be a great asset to elementary schools when used as teaching/learning materials. They can provide an opportunity not only to realize the beauty and the value of our traditional arts, but also to pursue newer ways of inheriting and developing our traditional themes. As one of the greatest roles of aesthetics is to develop a basis for meaningful discussion, aesthetic education needs to be implemented in Elementary Korean Traditional Music Education.

LCI 교육철학을 활용한 미적체험교육프로그램에 관한 연구

윤서진 ( Seo Jin Yun ) 대한무용학회 2011 대한무용학회논문집 Vol.69 No.-

The purpose of this study was to design a feasible hands-on aesthetic education program based on LCI educational philosophy. The importance of arts education is increasingly stressed in today`s rapid-changing society, but there is some problems with the class participation of students and the professionalism of teachers in terms of school arts education. As cramming education is still prevailing in pursuit of college admission only, arts education isn`t successful enough to teach the genuine worth of the arts, and that rather results in lowering the interest of students in the arts. The United States has taken an alternative approach to arts education by urging arts institutions and schools to join forces to provide quality school arts education. Lincoln Center Institute(hereinafter called LCI), which is one of leading arts education institutions, makes it possible to offer superb arts education based on the constructivist philosophy of education and in collaboration with experts in each genre of arts. Specifically, that seeks after education through the arts, not education for the arts, and offers arts education for everybody, not just for those who are engaged in the arts. A hands-on aesthetic education program, which is one of the LCI arts education programs, takes an alternative approach toward typical arts education. That pursues arts education for everybody, not just for artists, by helping learners to improve their aesthetic awareness and gain aesthetic experience, and that provides arts education in a genuine sense. As there is something wrong with school arts education, the LCI education program of the United States was reviewed in this study from a philosophical perspective to take a more effective and systematic approach to arts education. The unique characteristics and learning principles of the program were analyzed to design a feasible hands-on aesthetic education program geared toward elementary school students to suggest some of the right directions for the successful introduction and generalization of arts education in the educational system. This study is expected to raise awareness of the importance of arts education and to pave the way for more profound research on hands-on aesthetic education, and the educational authorities and experts should make concerted efforts to improve school arts education.

예술교육을 통한 창의·인성교육

김형숙 한국초등미술교육학회 2012 미술교육연구논총 Vol.32 No.-

Is it possible to realize creativity and character education through arts education? This study examines the value and importance of art education through a discussion on theories and case studies of aesthetic experience. It asks the question of what the implications of aesthetic experience in arts education can be by examining of cases and theories of arts-based creativity and character education. Discussion on ‘creativity education’ and ‘character education’ has stirred up some controversy. However, this paper maintains that creativity education and character education do not exist separately,but are integrated organically. This study investigates creativity and character education, which is currently a popular topic of discussion in Korea, in relation to the capacities for learning programs and aesthetic experience education in the Lincoln Center Institute in the United States. Finally, this study concludes with the implications of aesthetic experience in arts education as serving as creativity and character education, focusing on daily life, an integrated education program, aesthetic experience in the school environment, and community-based art education through partnerships. Therefore, creativity and character education through aesthetic experience provides a new paradigm and teaching and learning methods for arts-based creativity and character education. Additionally, this study maintains that aesthetic experience in arts education can contribute to enhance adolescents’creativity and solve the problem of adolescents’ character which arises from a lack of aesthetic experience in their daily lives. 예술교육을 통해서 창의·인성교육을 함양할 수 있는가? 본 연구에서는 미적 체험에 대한 이론적 논의와 사례연구를 통해서 창의·인성교육에 대한 시사점을 도출하여 예술교육의 가치와 중요성을 밝혀내는데 그 목적이 있다. 최근 정부에서부터 교육현장에 이르기까지 활발하게 논의되고 있는 창의성교육과 인성교육은 각각 독자적으로 존재하는 것이 아니라, 유기적으로 결합된 영역이다. 따라서 본 연구에서는 국내에서 논의되고 있는 창의·인성교육을 링컨센터 교육원의 미적체험교육과 관련하여 논의하면서, 상상력교육을 위한 역량 함양에 관해 특별히 조명하고자 한다. 링컨센터 교육원에서 실습하고 있는 일상과 삶을 통한 미적체험교육, 통합교육 프로그램, 학교현장에서 예술교육, 파트너십을 통한 지역사회 미술교육에 대한 논의를 통해서 국내 창의·인성교육의 시사점을 도출하고자 한다. 미적체험을 통한 창의·인성교육은 예술교육 기반창의·인성교육에 대한 새로운 패러다임과 교수-학습 방법을 제공하고, 청소년의 창의성과 예술교육의 체험 부족으로 야기되는 인성문제를 해결하는데 기여 할 수 있다.