Meno pažinimas kaip ugdymo dvasingumo kontekstas

LTKeliama problema: kaip konstruoti ugdymo procesą, kad dalyko pažinimas nesiribotų ugdytojų teikiamu episteminiu žinojimu, o taptų kartu ir autentišku subjekto patirties, jo paties įžvelgtos prasmės, dvasinio turtėjimo produktu, prasmės ieškojimo skatuliu, padedančiu jam dvasiškai bręsti. Įrodinėjama hipotetinė prielaida: siekiant ugdymo dvasingumo dimensijos dvasinių kontekstų sklaidos, gali padėti juos kurti šalia kitų veiksnių į giluminę prasmę nukreiptas meno pažinimas. Meno pažinimas traktuotinas daug plačiau ir giliau negu empirinis žinojimas ir mokėjimas. Tai empiriškai pristatytas dvasinės tikrovės pažinimas, t. y. meno kūriniuose užkoduotų dvasinių vertybių atskleidimo ir internalizavimo asmens vidiniame pasaulyje procesas. Todėl meno pažinimas gali tarnauti kaip ugdymo dvasingumo veiksnys ir kontekstas.

ENCognition of art works, which is directed to the disclosure of deeper purport, may contribute to the development of the dimension of education spirituality. It may serve as a factor and context of education spirituality. In the conditions of abundant information, a child is frequently provided with a context, which is not outlived, barely experienced, ready-made and developed by others. Hence, a problem arises: how should the process of education be constructed, so that subject awareness is not limited to the epistemic knowledge of the teacher, but becomes a product of authentic experience, purport and spiritual growth of the learner, and a means of promoting search for the purport helping a learner to grow spiritually. Attempts are made to prove the hypothesis: apart from other factors, the creation and spread of spiritual contexts of the dimension of education spirituality may be conditioned by art cognition. Art cognition is perceived as being wider and deeper than empirical knowledge and capability. It is considered as the cognition of empirically presented spiritual reality, i.e. a process of disclosing and recognizing spiritual values encoded in art works, as well as their internalization in a persons inner world.It embraces experience and awareness of aesthetic and spiritual values, and their reflection based on spiritual intelligence. Summarizing the obtained results, the following conclusions have been drawn: 1) Cognition of highly valuable art works should be signified in the theory and practice of education as an expression of spiritual intelligence. Spiritual culture actualized through art works becomes a spiritual reality of an individual, which develops the context of education spirituality. 2) Contact with art works presupposes vertical and horizontal transcendence; the factors of its spiritual wisdom produce a reviving impact on human interaction with the environment and its existence. 3) Sensation of the final and permanent values (truth, beauty, the good, love and others), which occur in the process of art cognition, serve as a context for education spirituality in the reality of education. Only a teacher of high spiritual intelligence is able to inspire such sensations as spiritual cognition.