JOURNAL OF AESTHETIC EDUCATION

Scope & Guideline

Bridging Theory and Practice through Aesthetic Experiences

Introduction

Welcome to your portal for understanding JOURNAL OF AESTHETIC EDUCATION, featuring guidelines for its aims and scope. Our guidelines cover trending and emerging topics, identifying the forefront of research. Additionally, we track declining topics, offering insights into areas experiencing reduced scholarly attention. Key highlights include highly cited topics and recently published papers, curated within these guidelines to assist you in navigating influential academic dialogues.
LanguageEnglish
ISSN0021-8510
PublisherUNIV ILLINOIS PRESS
Support Open AccessNo
CountryUnited States
TypeJournal
Convergefrom 2002 to 2024
AbbreviationJ AESTHET EDUC / J. Aesthet. Educ.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address1325 S OAK ST, MC-566, CHAMPAIGN, IL 61820-6903

Aims and Scopes

The Journal of Aesthetic Education focuses on the intersection of aesthetics, education, and the arts, providing a platform for discourse that emphasizes the transformative power of aesthetic experiences in educational contexts.
  1. Aesthetic Education and Pedagogy:
    The journal prioritizes research that explores methods and theories related to teaching and learning through the arts, advocating for an educational framework that values aesthetic experiences as integral to personal and intellectual development.
  2. Interdisciplinary Approaches:
    It supports interdisciplinary studies that connect aesthetics with various fields such as philosophy, cognitive science, and cultural studies, encouraging diverse methodologies in investigating aesthetic phenomena.
  3. Cultural and Historical Perspectives:
    The journal examines the historical and cultural dimensions of aesthetic education, focusing on how different contexts influence educational practices and artistic expressions.
  4. Critical Theory and Aesthetic Normativity:
    It engages with critical theories related to aesthetics and their implications for educational practices, questioning normative assumptions and exploring the role of art in shaping ethical and moral perspectives.
  5. Experiential Learning through the Arts:
    Research highlighting experiential and participatory learning through artistic practices is central, emphasizing the importance of hands-on engagement with art as a means of fostering deeper understanding and appreciation.
The Journal of Aesthetic Education has been increasingly focusing on several emerging themes that reflect contemporary concerns and innovations in the field of aesthetic education.
  1. Aesthetic Experience and Emotional Learning:
    Recent publications emphasize the connection between aesthetic experiences and emotional learning, highlighting how engagement with art can foster emotional intelligence and empathy in educational settings.
  2. Critical Pedagogy and Social Justice:
    There is a growing trend towards integrating critical pedagogy with aesthetic education, exploring how art can serve as a tool for social justice and transformative learning in diverse contexts.
  3. Digital and Media Arts in Education:
    The incorporation of digital and media arts into aesthetic education is gaining traction, reflecting the impact of technology on artistic practice and learning processes.
  4. Cross-Cultural Perspectives:
    Research focusing on cross-cultural comparisons and the global dimensions of aesthetic education is on the rise, fostering a more inclusive understanding of art and education.
  5. Narrative and Storytelling in Aesthetic Education:
    An emerging theme is the use of narrative and storytelling as pedagogical tools, exploring how these methods can facilitate deeper learning and engagement with aesthetic content.

Declining or Waning

While the Journal of Aesthetic Education continues to evolve, certain themes have shown a decline in frequency or depth of exploration in recent publications, suggesting a shift in focus or diminishing interest.
  1. Traditional Aesthetic Theories:
    There appears to be a waning interest in traditional aesthetic theories that do not integrate contemporary critical perspectives. The journal is moving towards more dynamic and context-sensitive explorations of aesthetics.
  2. Purely Historical Studies of Art:
    Research that solely focuses on historical accounts of art without connecting to modern educational practices or theories is less frequently published, indicating a preference for studies that link history with current educational relevance.
  3. Narrowly Defined Artistic Disciplines:
    The examination of specific artistic disciplines in isolation is declining, as the journal increasingly favors interdisciplinary studies that encompass broader aesthetic experiences rather than focusing on individual art forms.
  4. Overly Technical Aesthetic Evaluations:
    There is a noticeable decrease in papers that engage in overly technical or formal evaluations of aesthetic works without considering the educational implications or experiential aspects.
  5. Aesthetic Experience as a Sole Focus:
    The journal is shifting away from discussions that treat aesthetic experience as an isolated phenomenon, moving towards integrating these experiences within broader educational and ethical frameworks.

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