Publication: Filosofía de la pintura: cómo salvar a una clase del abismo
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2016-05-23
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Abstract
La pintura tiene mucho que aportar a la filosofía y más aún a la enseñanza de ésta, sobre todo si somos profesores de un grupo de educación secundaria que lo único que hace en nuestra asignatura es pintar y nosotros no queremos que la clase se convierta en una catástrofe. Hay estudiantes que desde muy pronto tienen clara cuál es su vocación y centran todo su esfuerzo únicamente en las asignaturas que consideran que tienen un vínculo más directo con ella. En este caso, nos encontramos con unos alumnos cuya única pasión es pintar y que consideran que asignaturas como filosofía nada tiene que ver con la que será su ocupación futura y, por ello, se pasan la clase muy concentrados en su lámina y sus rotuladores. En esta situación, la única salida es discutir acerca de qué relación existe entre pintura y filosofía y adaptar a un nivel de secundaria las ideas que nacen de esa reflexión para conseguir nuestro objetivo: que los alumnos estén motivados de tal forma que así aumenten su esfuerzo e implicación en el aula y que todo ello les ayude en su proceso de aprendizaje de manera efectiva y positiva. Y, lo más importante, que el cambio que efectúen no sea sólo momentáneo, sino que tenga una continuidad a largo plazo.
Painting has a lot to contribute and support philosophy and even more to the teaching of this one, above all if we are teachers who belong to high school education and the only thing our students do on our subject is to paint and we want to avoid the class to become a disaster. There are pupils who since the beginning know clearly which is their vocation and do all their best in the subjects they believe to have a direct link with. In this case, we find students whose only passion is painting and in their view subjects such as philosophy doesn´t have anything to do with their future occupation, therefore they only focus on their painting tools during the class. In this situation, our only way out is to discus about the proper relationship between painting and philosophy and adapt an educational system to the ideas who are born from this reflection to obtain our goal: students are encouraged to put more effort and implication in classroom so this can help with their process of learning effectively and positively. And, most important, the change itself shall not be temporally but also have a long term continuity.
Painting has a lot to contribute and support philosophy and even more to the teaching of this one, above all if we are teachers who belong to high school education and the only thing our students do on our subject is to paint and we want to avoid the class to become a disaster. There are pupils who since the beginning know clearly which is their vocation and do all their best in the subjects they believe to have a direct link with. In this case, we find students whose only passion is painting and in their view subjects such as philosophy doesn´t have anything to do with their future occupation, therefore they only focus on their painting tools during the class. In this situation, our only way out is to discus about the proper relationship between painting and philosophy and adapt an educational system to the ideas who are born from this reflection to obtain our goal: students are encouraged to put more effort and implication in classroom so this can help with their process of learning effectively and positively. And, most important, the change itself shall not be temporally but also have a long term continuity.