Artysta i sztuka – znaczenie w wychowaniu do twórczości
Grzegorek, Jerzy N.
xmlui.dri2xhtml.METS-1.0.item-citation: Annales Universitatis Paedagogicae Cracoviensis. 157, Studia de Arte et Educatione 9 (2014), s. -43
teacher – artist – culture manager
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Description:Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych".
Bogdan Suchodolski’s thesis – that creativity is a human activity being of utmost importance for and among others – seems to be foundational and significant in the present age of the society, constantly transforming and racing in the noise of modern hedonism. In the time and space structure of the cult of corporations, pervasive technology and machines ceaselessly replacing the modern human being – who becomes a post-modern “tweeting” human being – where culture and art seem to be increasingly dependent on money, creativity in its humanistic dimension (i.e. creative life) appears to be endangered. The value of growing in maturity spontaneously and of igniting internal powers by inspiration and enthusiasm, dies away and disappears. The increasingly firm belief, becoming ingrained among the younger generation in particular, that creating and disseminating culture is only a matter of organization, formality and technology, which takes places easily and quickly as part of the pervasiveness of propaganda mouthpiece and extensive media tools. An artist and an art recipient is surrounded by commercialization of culture functioning in accord with the belief described by Bogdan Suchodolski as “the stream of changeability”, which allows every constancy to be questioned. At the same time, this belief is becoming a distortion of human attitude towards what once was, taking into consideration only a prediction of what will be. Thus, what is of primary value for cultural development is that a teacher-artist, both the experienced one and the one who is leaving university, should not lose values to which they have been called up: to be creative in educating and to educate creativity, while instigating, fostering and reinforcing creative attitudes of others, especially among the youngest art recipients – those constituting new generations who carry a message for the future ones.