(Literary-)Aesthetic Learning and Cultural Education

Central Concepts and Their Relevance for Teacher Education

Abstract

The value of cultural education in the school context is undisputed. The numerous potentials of cultural education include the promotion of personality development, the expectation of self-efficacy, and the cultural participation of all students, because school can also address children who have little or no contact with cultural education in an out-of-school context. A structural and interdisciplinary anchoring of cultural education in teacher training is – despite some (often location-bound) pilot projects – a systematic gap. The aim of this article is to create a basis for a corresponding broadening of perspectives in teacher training, since teachers are to be regarded as central multipliers of cultural practices. First, central concepts will be clarified, followed by a discussion of questions concerning the relevance and implementation of cultural education in teacher training. The aim is to clarify the special significance of (literary) aesthetic approaches and cultural education in schools and lessons on the basis of theoretical explanatory approaches and to stimulate the further development of appropriate teacher training.