Introduction
In education, ethics and aesthetics are more commonly regarded as subject matter to be taught than as essential features of the field. Ethics in education may be conceived as students’ moral education, whether defined secularly or religiously, values to be taught to students and embodied by educators. Aesthetics, in turn, is largely understood as part of the arts’ curriculum; although, in rarer cases, it may be associated with the pleasing (or perhaps not-so-pleasing) physical building in which teaching takes place.
When we consider how education is experienced, however – the curriculum as lived, as opposed to the curriculum as plan (Aoki 2005) – we discover that education itself has important ethical and aesthetic dimensions. Whether one is an educator or a student, one’s everyday experience of education contains fundamental ethical and aesthetic components that are often...
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Goble, E. (2017). Phenomenology of Ethics and Aesthetics. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_93
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DOI: https://doi.org/10.1007/978-981-287-588-4_93
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