The Aesthetics between Us: Lifelong Learning from Learning to Do

In the contemporary world, art education provides the possibilities for the development of pupils’ creativity, critical thinking, and critical attitude towards art and culture. However, "the disenchantment of the world" makes "aesthetics" a need to be continuously defined in the present age. The narrow and one-sided nature of traditional aesthetics has become increasingly apparent, and it is difficult for the ideals of beauty and art to provide reliable support for the development of aesthetics. In the late 1980s, perceptual knowledge became a frequently discussed and meaningful keyword in aesthetics research and education.
Creativity comes from perceptual knowledge. Creativity is based on popular art training and aesthetic education. Creative thinking should be achieved through the process of diversification to form an area with multi-faceted and abstract structure. Because art has an essential quality (Timbre), I proposed a visual art and aesthetics project based on the implementation of artistic objectives in the teaching of visual arts and the aesthetic encounter of politics, society, history, culture and the environment. The experimental programme was performed at National Taiwan Museum of Fine Arts.
The results of the research confirmed that implementation of aesthetic perception education can have a positive impact on students' views of art and on the overall popularity of related learning. Examples of education in aesthetic experience and aesthetic perception can be used as guidelines for the implementation of art and multicultural education. Well-rounded and open-minded education (from politics, society, history, culture and the environment, etc.) has become the door to the continuous development of intelligence and thinking.