"Artephiletics - Expressive art in the service of personality development"@en . "RIV/49777513:23420/14:43924526!RIV15-MSM-23420___" . . "1"^^ . "Artphiletics - Expressive art in the service of personality development. This text offers a brief account of the premises and some of the main features of artphiletics as an educational concept involving expressive art as its main educational tool in combination with critical reflection via dialogue. The first part of the article sets out the intellectual starting points and historical conditions from which the conception of artphiletics has developed in Czech educational circles. The second part of the article is devoted to analysis of some of the main principles of expressive symbolisation. It introduces and discuss the key concepts for the description and explication of educational processes in artphiletics praxis. For the interpretation of praxis artphiletics makes use of both the conceptual apparatus provided by N. Goodman's typology of symbolisation and its own original artphiletics terminology of what are known as experiential components, which make it possible to analyse educational situations form the perspective of the pupil or student. In the final part of the text this approach is used to analyse and explain the connections between the artphiletics concept of expression and the model of mentalisation, which was put forward at the start of the millennium by the psychoanalytic authors Fonagy and Target and it is based on distinguishing between so called psychological modalities (the modality of psychological equivalence, the modality of %22as if%22 - pretend, the modality of critical reflection). On the basis of analysis of the main features of the model of mentalisation, the author shows object of artphiletics study as the process in which, by means of dialogue based on critical reflection on expressive activities, knowledge is formed and developed with the aim of understanding the situation of the person among people in the context of culture in such a way as to enable this understanding to be valorised in education."@en . . "Text ve stru\u010Dn\u00E9m p\u0159ehledu objas\u0148uje koncepci artefiletiky jako\u017Eto v\u00FDchovn\u00E9ho pojet\u00ED, jeho\u017E hlavn\u00EDm v\u00FDchovn\u00FDm n\u00E1strojem je expresivn\u00ED tvorba ve spojen\u00ED s reflex\u00ED v dialogu. V prvn\u00ED \u010D\u00E1sti p\u0159\u00EDsp\u011Bvku jsou vylo\u017Eena my\u0161lenkov\u00E1 v\u00FDchodiska i historick\u00E9 podm\u00EDnky, z nich\u017E koncepce artefiletiky vyr\u016Fstala, se zvl\u00E1\u0161tn\u00EDm ohledem k pedagogick\u00E9mu konstruktivismu, Broudyho my\u0161lence filetick\u00E9ho modelu v\u00FDchovy a tradic\u00EDm analytick\u00E9ho p\u0159\u00EDstupu v estetice anebo filosofii. Druh\u00E1 \u010D\u00E1st je v\u011Bnov\u00E1na v\u00FDkladu kl\u00ED\u010Dov\u00FDch pojm\u016F pro interpretov\u00E1n\u00ED a explikaci v\u00FDchovn\u00FDch proces\u016F v artefiletick\u00E9 praxi, Jednak v r\u00E1mci typologie symbolizace N. Goodmana jedna v p\u016Fvodn\u00EDm artefiletick\u00E9 terminologii z\u00E1\u017Eitkov\u00FDch komponent. Prost\u0159ednictv\u00EDm uveden\u00E9 terminologie je rozeb\u00EDr\u00E1na souvislost mezi artefiletick\u00FDm pojet\u00EDm exprese a modelem mentalizace psychoanalytick\u00FDch autor\u016F Fonagyho a Targetov\u00E9." . "Slav\u00EDk, Jan" . . . "CZ - \u010Cesk\u00E1 republika" . "1211-2720" . . "18"^^ . "education; symbolization; reflection; creation; expression"@en . . . "24" . "Artefiletika - expresivn\u00ED tvorba ve slu\u017Eb\u011B osobnostn\u00EDmu rozvoji"@cs . . . "Artefiletika - expresivn\u00ED tvorba ve slu\u017Eb\u011B osobnostn\u00EDmu rozvoji"@cs . . "[3F5F3D6CD1EB]" . "Artefiletika - expresivn\u00ED tvorba ve slu\u017Eb\u011B osobnostn\u00EDmu rozvoji" . "4" . "Artefiletika - expresivn\u00ED tvorba ve slu\u017Eb\u011B osobnostn\u00EDmu rozvoji" . . "RIV/49777513:23420/14:43924526" . . "N" . "4136" . "23420" . . . "1"^^ . "Artephiletics - Expressive art in the service of personality development"@en . "Speci\u00E1ln\u00ED pedagogika" . . "Text ve stru\u010Dn\u00E9m p\u0159ehledu objas\u0148uje koncepci artefiletiky jako\u017Eto v\u00FDchovn\u00E9ho pojet\u00ED, jeho\u017E hlavn\u00EDm v\u00FDchovn\u00FDm n\u00E1strojem je expresivn\u00ED tvorba ve spojen\u00ED s reflex\u00ED v dialogu. V prvn\u00ED \u010D\u00E1sti p\u0159\u00EDsp\u011Bvku jsou vylo\u017Eena my\u0161lenkov\u00E1 v\u00FDchodiska i historick\u00E9 podm\u00EDnky, z nich\u017E koncepce artefiletiky vyr\u016Fstala, se zvl\u00E1\u0161tn\u00EDm ohledem k pedagogick\u00E9mu konstruktivismu, Broudyho my\u0161lence filetick\u00E9ho modelu v\u00FDchovy a tradic\u00EDm analytick\u00E9ho p\u0159\u00EDstupu v estetice anebo filosofii. Druh\u00E1 \u010D\u00E1st je v\u011Bnov\u00E1na v\u00FDkladu kl\u00ED\u010Dov\u00FDch pojm\u016F pro interpretov\u00E1n\u00ED a explikaci v\u00FDchovn\u00FDch proces\u016F v artefiletick\u00E9 praxi, Jednak v r\u00E1mci typologie symbolizace N. Goodmana jedna v p\u016Fvodn\u00EDm artefiletick\u00E9 terminologii z\u00E1\u017Eitkov\u00FDch komponent. Prost\u0159ednictv\u00EDm uveden\u00E9 terminologie je rozeb\u00EDr\u00E1na souvislost mezi artefiletick\u00FDm pojet\u00EDm exprese a modelem mentalizace psychoanalytick\u00FDch autor\u016F Fonagyho a Targetov\u00E9."@cs . .