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Blueprint Plan for the Program entitled

Aesthetics through the Classical Masterpiece

Blueprint: Program DevelopmentDiscovering, Understanding, and Developing Aesthetics through the Classical MasterpieceEight MainCategories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)CoreCompetenciesand SkillsCourse LearningOutcomes (MEd) 1. Statement of Purpose

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ClearStatement of Purpose andBenefitCatharsis is important to the revelation of truth and knowledge; hence, the essence of developing insight and understanding, not only philosophically but in the manner in which weobserve and comprehend art forms. One must purge oneself of dysfunctional or irrelevantactions and/or thought processes before those capacities of thinking may be transformed withmore desirable actions and/or thought processing. From the ancient Greek academy, the term

“catharsis” was coined; likewise, other words and expressions important to the creation,

understanding, and evaluation of all the forms, including the model masterpiece. The purposeof this Program Development is to introduce such concepts and functions that are important toour educational communities as they maintain relations with the foundation of their academianationally and internationally.2. Rationale

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How the Projectwill ProvideEvidence of MEdCompetenciesBoth andragogy and literary aesthetics incite aspiration

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the motivation or quest that anindividual may require to discover, understand, and apply general and/or detailed knowledge.The program that I am developing and implementing for this Capstone Course does involvethe metacognitive principles that incite improvement; hence, rationale and learning. Adult

learning theories that pertain to the adult leader, from the Greek “aner” for adult and “agogus”

for leader or guide, refer to the same impetus that compels the metacognition of languagedevelopment. Should one abandon the roots of cognition and language development, whichhave been derived immensely from the classical and cultural traditions that are influencedthrough the art and science of individual inquiry, also known as Socratic inquiry? Withoutthat initiating process, the Inquisition, which had begun in the 12

century, would not haveresulted in the reaction of scientific and philosophical-educational scholars to protect thereliable findings and lives of individuals such as Galilei Galileo (1564-1642). Why condemnsomeone to exile or to execution over a conventional misinterpretation of sacred scripture?For example, Galileo had proven that the earth orbited on its axes and about the sun

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Explaining andapplying adultlearning theory

Blueprint Plan for the Program entitled

Aesthetics through the Classical Masterpiece

Eight MainCategories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)CoreCompetenciesand SkillsCourse LearningOutcomes (MEd) 3. Explanation of the Educationaland PracticalRelevance(ConciseExplanation of Entire Project:Also seeCategory 4b)evidence that the sun rather than the earth was the center of the universe, and that the earth didin fact move constantly in its orbits. However, not even the first Inquisition did prevent thepersecution of such thinkers

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the exile of Galileo, for example, from his homeland where hewas originally disciplined academically. The art or science of inquiry is important to adultlearning theory, as John Dewey (1859-1952) learned and addressed while he treated thosewho were oppressed by

Joseph Vissarionovich Stalin (1878

–

1953)

and his Bolshevik party.Compounding academic and religious practices, the aesthetics of poetics must exist asa program that preserves literary intentions, current events, history, and aspiring rationale in

all

areas of discovery and concern. The psyche of adult learning theory does clearly pertain toliterary aesthetics. The program that I am developing and implementing includes thediscovery of literary aesthetics through a classical masterpiece, and I have acquired lettersfrom reputable sources who support the program, most which is included in my web,www.ancientskybridge.com, which is associated with other learning organizations andassociations, such as book publishers, marketers, editors, and critics. I will be adding newpages and new volumes that are also published on other sites and through other sources.During the timeframe of the course, I will circulate more informative literature about theprogram, which has culminated in numerous written responses thus far, including myrecognition by the National Quill and Scroll while I was yet 15 years of age.Diversity and similitude; oxymoronic resolutions

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andragogy and literary aestheticscompel incentive to discover and perfect due to the diffusion of opposites as well as throughinquiry. Two real problems prevail, however, that Simon Schama and peers identify as thedestabilizing consequences of class-structured society and social insurrection or revolution(1989). Rampant violence typically results in the overall destruction of cultural and nationalmonuments, and the American Revolution impressed its inhabitants with a double-sided

complex that Comte de Ségur describes as a gay step from a “carpet of flowers” thatconcealed the “abyss below” (Schama, 1989, 49). Studies of andragogy and aesthetics are

dialectic even as they evoke a focus on a work for the sake of art alone, as related judgmentmay infer numerous interpretations, even misinterpretation

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the very essence and meaning of Apply researchmethods toimprove learningorganizations

Blueprint Plan for the Program entitled

Aesthetics through the Classical Masterpiece

Eight MainCategories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)CoreCompetenciesand SkillsCourse LearningOutcomes (MEd)

• Project design

and rationale arebased uponcurrent learningtheory andresearch

• Specific

measurableoutcomes of learning areaddressed (see farright column)4a. Identificationof the TargetPopulation andLearningCommunity thatthe Project WillEngage (How theProject offers animportantcontribution tothe EducationalCommunity, thusprovidingevidence of thefulfillment of MEd)dialectic. Alan Singer and Allen Dunn refer to the antithetical properties of beauty and reasonand sublimity and dramatized limits, as defined by Edmund Burke (1729-1797) and ImmanuelKant (1724-1804) (Singer & Dunn, 2000, 6). Quintus Horace (65-8 BCE) and Aristotle (384-322 B.C.) regarded literary aesthetics as a rhetorical instrument that suggested much morethan its mere physical components, including historical incidents, issues, and ethical

implications. Of foremost importance, the included definition in Aristotle’s

Poetics

didhighlight the aesthetic as an art that aspires insight into profound or sublime dimensions, anapex or climax, then a resolution or denouement.Research continues in the work of Aristotle, who applied taxonomic principles to hisdescription of the mechanics of tragedy as a meditative ploy

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the revelation and perseveranceof

peripeteia (

a turning point or reversal of circumstances) and

anagnorisis

(the compellingrealization of knowledge). Principles in dynamic activities exhibit universal characteristicsthat Aristotle observed in philosophy, rhetoric, and the sciences. Important concepts that herecognized continue to be important to literature and poetic masterpieces with monumentalitythat for centuries influenced organizations of writers and publishers with the literary quest torealize cleansing and revelation, even to those who avoid the ancients. Also coined byAristotle,

katharsis

(spelled catharsis in English) which involves a purging of ideas andrelated emotions or impressions as they are replaced with new ones. This process is ongoingin the revelations of the developing world of social and technical interaction; hence,community communications and the educational-governmental institution that cannot restrictthe structure of poetics to any one area.Critics such as Joe Sachs of Annapolis criticize Aristotle for his irregular usage of logikos, the Greek term for logic (Sachs, 2005). However, Sachs implements a dialecticapproach to his reference of those who disregard the powerful thinking of the ancient

theorist’s extensive analysis of the praxis of Nichomachean Ethics, the perception that he

covers in De Anima, the sublimation he addresses in his Metaphysics, the continualsublimation he addresses in his Metaphysics, and the continual evolution of the tragic flaw

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the hamartia that andragogic beings must experience as they are transformed throughApply researchmethods toimprove learningorganizations

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Aesthetics Through the Classical Masterpiece--An Introduction and Program Development Blueprint

Literary aesthetics as a rhetorical instrument that suggested much more than its mere physical components is from the ancient school of Greece--Aristotle's intricate definition-... (More)

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