Aesthetics and its Role in Education: The Leading Out Approach
by Ritika Lall Kapur
Art and aesthetics, as understood in the mainstream, have played a key role across education systems around the world, from schools, summer camps, after school programmes, to museums. However, the Leading Out curriculum presents a unique understanding of an ‘aesthetic mindset’, why it is important, and how it can be developed. The aesthetic mind is one centred around care[i]. Care for oneself, for one’s belongings and immediate surroundings, for one's community, for nature, for society and in the future.
The Leading Out Curriculum understands the ‘aesthetic mindset’ to be a unique and contextualised understanding and appreciation, for the transcendental values of truth, beauty, and worth, as well as a deeply culturally and socially rooted sense of citizenship, purpose, and care. Stemming from a sense of primordial wisdom that connects every living being to one another and to nature, an aesthetic mindset goes beyond the appreciation of creativity and imagination in a curated setting to a considered and embodied sense of awe. This may be experienced in the smallest details in mundane life or at the wider level of societal and ecological impact.
To teach and learn an aesthetic mindset is no small feat and involves a nexus of philosophy, moral and ethics, history, ecology, art, craft, both tangible and intangible culture – including ritualised daily practises and etiquette. To be deeply rooted in a cultural and societal identity, while being open, appreciative, humble, and respectful of diverse values, is a key part of developing an aesthetic mindset. A Person of Substance, that is purposefully actualising their potential, while being positively engaged in their community, must necessarily have an aesthetic mindset.
[i] This approach has been significantly inspired by the works of Yuriko Saito. Born and raised in Japan, Yuriko Saito taught philosophy at RISD from 1981–2018. Her Everyday Aesthetics was published by Oxford University Press (2008) followed by Aesthetics of the Familiar: Everyday Life and World-Making (Oxford University Press, 2017). Her most recent book is Aesthetics of Care: Practice in Everyday Life (Bloomsbury, 2022).
The Leading Out Curriculum heralds a paradigm shift in educational methodologies by interlacing the development of an 'aesthetic mindset' with the core elements of technology and nature. This approach is innovative, moving beyond the conventional boundaries of education to weave a deep ethic of care into the very fabric of learning. Central to this curriculum is the idea that education is not only about the acquisition of knowledge, but also about fostering an appreciation the interconnectedness of life, and becoming People of Substance, who remain learners throughout their lives and strive for the actualisation of their innate potential.
Unlike traditional educational systems that treat art and aesthetics as discrete subjects, this curriculum embeds these elements across all domains of learning. The aesthetic mindset espoused here is comprehensive and multi-dimensional. It is defined by an understanding and appreciation of the transcendental values of truth, beauty, and worth, while being deeply enmeshed in the cultural and social fabric of citizenship and purpose. This mindset is not isolated to the arts; it is a manifestation of a primordial wisdom that binds individuals to each other and to the natural world, urging students to recognise awe and beauty in both the extraordinary and the mundane.
To impart such an all-encompassing worldview, the curriculum is divided into specific yet interconnected disciplines. These include the study of aesthetic theories and philosophies, the visual and performing arts, traditional crafts, and the emerging fields of environmental and everyday aesthetics. It is through these disciplines that the curriculum goes beyond the theoretical, enabling practical applications and interdisciplinary learning. This is not learning in silos but an integrative experience that enriches students' understanding and application of aesthetics in real-world contexts.
Guiding principles are seamlessly woven into this educational tapestry. The curriculum acknowledges that every learner brings inherent wisdom and untapped potential to the learning environment. It seeks to actualise this potential, encouraging learners to develop not just academically but wholistically, fostering a sense of purpose and a capacity to effect change. Community engagement underscores the importance of the individual's background in shaping their educational journey, reinforcing the idea that learning is a collaborative, inclusive process.
Moreover, the curriculum advocates for the contextualisation of education, ensuring that learning is relevant and resonant with students' lived experiences. Harmony with the environment is also a cornerstone, with the curriculum urging students to live in a manner that is sustainable and in balance with nature. The principle of cross-pollination extends this philosophy, positing that no area of development or learning exists in isolation. Each is interlinked, much like the ecosystem they are part of, providing students with a rounded and interconnected educational experience.
The curriculum's dedication to the aesthetic extends to the Five Areas of Development—Cerebral, Emotional, Physical, Social, and Spiritual—infusing them with aesthetic sensibilities. Cerebral development is cultivated through the exploration of concepts and the development of critical thinking skills, promoting a deep understanding of complex ideas. Emotional development is nurtured by the arts' therapeutic potential, facilitating self-expression and emotional regulation. Physical development is enriched by the active engagement of the body in sports and performing arts, encouraging students to harmonise with their physical selves and the environment. Social development is heightened through interactions within the community and a reconnection with ancient wisdom and traditions. Spiritual development is achieved by fostering respect and empathy across diverse belief systems, cultivated through exposure to various aesthetic perspectives.
The Aesthetics curriculum is all-encompassing. The study of aesthetic theories and philosophies allows for an understanding of beauty and truth that transcends cultural boundaries. Visual arts develop skills and appreciation for creativity, while performing arts provide insights into the role of cultural expression in society. Traditional craft highlights the significance of craftsmanship in preserving cultural heritage. Environmental aesthetics focus on the appreciation of nature and the promotion of sustainability. Everyday aesthetics challenge students to find beauty in the commonplace, transforming daily experiences into opportunities for learning.
The Leading Out Curriculum thus stands as a testament to the belief that an aesthetic mindset is not a luxury but a necessity for developing well-rounded, thoughtful individuals. It is an educational model that champions the intrinsic value of aesthetics in shaping caring, engaged, and culturally sensitive individuals. By embedding the aesthetic mindset within its structure, the curriculum ensures that students grow to appreciate the interconnectedness of beauty, care, and responsibility in every aspect of life. It is a curriculum that not only prepares students for academic success but also equips them with the empathy, sensitivity, and responsibility necessary to thrive in a complex and diverse global society. The curriculum is a call to embrace aesthetics as a critical lens through which we can view the world, inspiring students to nurture care and appreciation in all their endeavours.