Contemplative-based art education approaches to develop dialectical thinking for undergraduate students Faculty of Education Khon Kaen University

Abstract

The objectives of this research were: to develop guidelines and determine outcomes of using contemplative-based approaches in art education for students in the Faculty of Education, Khon Kaen University. This was classroom action research, using qualitative data collection and data triangulation. The target group were 2^nd year Art Education major students, in the 1^st semester of the academic year 2023. There were 31 students, 9 male and 21 female. The research instruments were: 1) a collection of 6 learning units of 3 hours each prepared according to contemplative approaches of art education, 2) a recording form for learning activities on dialectical thinking, 3) a learning reflection form on dialectical thinking, 4) an assessment form for students' learning activities.

Research results.

1. The research results show that:

  1.1 Guidelines for contemplative-based art education approaches starting from the researcher's training of students conceptual knowledge, theories related to concept of contemplative-based art education and dialectical method put into practice. The development of students according to the guidelines of contemplative-based art education approaches, consistsof 3 steps: 1) the initial learning phase achieved by creating incentives for students to learn. 2) the learning management process. There were both group work and individual activities to connect learning through the creation of artworks by drawing pictures, stories telling, students' direct experiences with academic content; and 3) the learning summary and reflection on learning outcomes. Students present their work by introducing the concept behind the work, analyzing and interpreting the work using a dialectical thinking process.

 1.2 Students' critical thinking tended to gradually improve from the 1^st to the 6^th time with increasing self-awareness. There is a period of self-reflection of life stories, events, situations and memories from the past that rationally affect the present.  Students gradually acquire a self-understanding that comes from their own questioning, which is closely supported by the answers that they seek with their own hearts, alongside the researcher, and practiced through a variety of activities. As a result, students have changed and developed their own minds. Students undergo the process of adaptation, understanding and accepting opinions.  Each student contributes to create an atmosphere of cooperation in which everyone supports, plans and shares responsibilities with each other. All three bases of wisdom (Mind-Based, Soul-Based and Body-Based) as well as critical thinking are used in a balanced way.

2. The results revealed

2.1 Strengths: the activities completed were both interesting and fun. Having time alone, to practice critical thinking, to find answers, to gain self-understanding, to find something new and to gain a clearer picture of oneself are all connected to past experiences. Utilizing the tenets of the Three Bases of Wisdom brings an understanding of art perception, an appreciation of the value and love that comes from creating valuable works from inner beauty and being the ability to apply these concepts in daily life, inspiring purpose and happiness.

2.2 Weaknesses: Lectures should be accompanied by additionalteaching materials that include more illustrations to make them interesting and help students understand the content.