An Educational Historical Narrative Study of Visualization in the Progressive Art Pedagogy of Lowenfeld.

摘要

This study utilizes an educational historical narrative research method to understand the unique viewpoint of Lowenfeld toward visualization as a holistic concept in progressive art education. Employing a social constructivist framework, it explores the problem that the emphasis in education on the surface elements of standardized subject-based curriculum has overlooked development of the student's creativity, critical thinking abilities, and holistic growth; and that this may be harmful to the mental and human growth of the student, lead to dictatorial practices, and repress self-expression, creativity, and student sensitivities. It explores the development of visualization in progressive art pedagogy, and helps to comprehend and appreciate the pedagogies of the seminal educators who inspired its emergence. In studying the unique holistic pedagogy of Lowenfeld it investigates the books, journal articles, class lectures, speeches, and educational child artwork of Lowenfeld. The study concludes with concrete findings and recommendations for practice with respect to the diverse social and educational environments that differ with every unique setting and individual.