<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice. In this hypostasis, the practitioner fully corresponds to praxeologic rigors, which are reduced to the specifics of the logistic design and achievement of artistic action.</p></abstract>

Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice. In this hypostasis, the practitioner fully corresponds to praxeologic rigors, which are reduced to the specifics of the logistic design and achievement of artistic action.

Education: 10. Implementation of Formative – Innovative Praxeology in Artistic Education: The Topical Desideratum

Review of Artistic Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the...

Education: 10. Implementation of Formative – Innovative Praxeology in Artistic Education: The Topical Desideratum

Article Category: Number 16 / Part IV. Education

Publié en ligne: 28 mars 2018

Pages: 281 - 288

DOI: https://doi.org/10.2478/rae-2018-0032

Mots clés
the effectiveness of teacher’s actions, the effectiveness of student’s actions, innovative praxeology, creativity, proactivity, artistic education, success of personality

© 2018

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Education: 10. Implementation of Formative – Innovative Praxeology in Artistic Education: The Topical Desideratum

Article Category: Number 16 / Part IV. Education

Publié en ligne: 28 mars 2018

Pages: 281 - 288

DOI: https://doi.org/10.2478/rae-2018-0032

Mots clésthe effectiveness of teacher’s actions, the effectiveness of student’s actions, innovative praxeology, creativity, proactivity, artistic education, success of personality

© 2018

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
the effectiveness of teacher’s actions, the effectiveness of student’s actions, innovative praxeology, creativity, proactivity, artistic education, success of personality