Hostname: page-component-745bb68f8f-b95js Total loading time: 0 Render date: 2025-01-15T17:57:27.906Z Has data issue: false hasContentIssue false
  • English
  • Français

Aesthetic Education and Reform: The German Approach to Dance Education

Published online by Cambridge University Press:  04 January 2013

E. Hollister Mathis-Masury
Get access Rights & Permissions [Opens in a new window]

Abstract

Dance education in Germany is traditionally based upon the concept of “aesthetic education.” This presentation delineates Rousseau's original terminology, contrasting it with the German interpretation, which reduces the originally reflexive idea to a simple antithesis of rationalism. This dualistic development is key to understanding the systematic exclusion of dance from formal education: at the moment in which dance is relegated to be the “other” of rationalism, it is guaranteed a position outside of rationally based educational concepts. The study of other art forms is included therein; why not dancei Is dance Germany's last bastion of irrationality?

Type
Panel: The Dilemma of German Dance Education: Historical and Current Inconsistencies
Information
Congress on Research in Dance Conference Proceedings , Volume 41 , supplement S1: Global Perspectives On Dance Pedagogy: Research And Practice , 2009 , pp. 266 - 268
Copyright
Copyright © The Author(s) 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Work Cited

Rousseau, Jean-Jacques. 2001. Emile oder über die Erziehung [Emile: Or, On Education]. Stuttgart: Reclam Verlag.Google Scholar
Bannmüller, Eva, and Röthig, Peter, eds. 1990. Grundlagen und Perspektiven ästhetischer und rhythmischer Bewegungserziehung [Foundations of and Perspectives on Aesthetic and Rhythmic Movement Education]. Stuttgart: Klett.Google Scholar
Beckers, Edgar. 1985. Ästhetische Erziehung: Ein Erziehungsprinzip zwischen Tradition und Zukunft [Aesthetic Education: A Principle of Education Between Tradition and the Future]. Schriften der Deutschen Sporthochschule Köln, 16. Sankt Augustin: Richarz.Google Scholar
Cabrera-Rivas, Carmen. 1998. “Die Bedeutung kultureller Identität im Bildungsprozeβ” [The Meaning of Cultural Identity in the Educational Process]. Jahrbuch Tanzforschung [Annual Book of Dance Research] 9:48–62.Google Scholar
Fuchs, Max. 1998. “Kulturelle Bildung und der Körper” [Cultural Education and the Body]. Jahrbuch Tanzforschung [Annual Book of Dance Research] 9:9–24.Google Scholar
Polzin, Manfred. 1998. “Ästhetische Erziehung an der Universität Bremen und mögliche Verbindungen zum Tanz” [Aesthetic Education at the University of Bremen and Possible Connections to Dance]. Jahrbuch Tanzforschung [Annual Book of Dance Research] 9:25–47.Google Scholar
Woitas, Monika. 1998. “In Theorie eine Wissenschaft—Tanz als akademische Disziplin: Eine historische Spurensuche” [Theoretically a Science—Dance as an Academic Discipline: An Historical Search for Traces]. Jahrbuch Tanzforschung [Annual Book of Dance Research] 9:95–105.Google Scholar