The significance of art in education and the acquisition of new knowledge

Abstract

Since time immemorial, literary critics, philologists and philosophers have resorted on countless occasions to define the relationship between art and knowledge, the union between both concepts has always been a theory that has been recurring in countless manuscripts that defined such a close alliance, carrying out dissertations around the correspondence and consonance of both terms in the various scientific disciplines, defining what is the function of art itself. In the mirror of art everything is shown more clearly and better characterized; but, on the other hand, the work of art facilitates the apprehension of the idea, because for the clearest and purely objective perception of the essence of things it requires the will to be completely still, and this can only be achieved with complete certainty when the intuited object is not within the sphere of those things that can be related to the will, that is, when it is not a question of something real, but of a simple image (Schopenhauer 2004, p. 46). Therefore, our primary objective is to defend that painting, by not representing reality but an image of it, facilitates the acquisition of the concept from contemplation. In this sense, new trends in education are committed to the inclusion of art in teaching. Aesthetic capacities would therefore be directly associated with creative, intellectual and intelligent capacities, Huerta et Soto (2022, p. 28), developing through the understan ding of the aesthetic the knowledge that corresponds to the image of reality presented through painting, therefore, in conclusion, we will try to propose that the incorporation of images as a mirror in which the different aspects aimed at the acquisition of content, it would reinforce the union of image and concept associated with symbolic learning, always taking into account the complexity of the subject to be taught according to the educational level.