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The paper compares philosophical justifications for aesthetics in Korea and Austria, drawing on Jenefer Robinson’s view of training emotions for moral development and Simone Weil’s emphasis on cultivating attention for individual expression. It argues that aesthetic education can function as an alternative to strictly functionalist and standardized schooling, enabling moral imagination and offering a shared intercultural basis for further cooperation in comparative education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aesthetic-education-a-korean-and-an-austrian-perspective-academic-paper/599794/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aesthetic-education-a-korean-and-an-austrian-perspective-academic-paper/599794.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem in each country’s schooling motivates the paper’s focus on aesthetic education?","Question",{"text":112,"@type":113},"The paper links Korean education’s lack of moral-principle teaching and Austrian education’s loss of individuality to the need for an aesthetic education approach as part of educational reform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect aesthetic education in Korea to moral education?",{"text":117,"@type":113},"It frames aesthetic education as an alternative framework for moral introspection, using Jenefer Robinson’s idea of expanding one’s sentimental spectrum to support moral development rather than relying only on fixed moral principles.",{"name":119,"@type":110,"acceptedAnswer":120},"What is “moral imagination” in the Korean perspective presented here?",{"text":121,"@type":113},"It is described as awareness of one’s own existential needs requiring bodily awareness, intelligence, and imagination, and it is proposed as a concept that can be expanded through aesthetic education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599794,1792134000,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Aesthetic Education: a Korean and an Austrian Perspective  \nJin Choi  \nSeoul National University, Korea  \nThomas Sojer  \nUniversity of Innsbruck, Austria  \nKorea and Austria: two very different schooling systems, and different approaches to educational reform. Yet for both, the renaissance of aesthetics has great potential.  \nThis paper analyses the arguments in Korea and Austria for aesthetic education.  \nFor each country, we identified a distinctive philosophical approach to meeting the individual needs and challenges of each country’s schooling system through aesthetic education--yielding some fascinating insights and resemblance: in the context of Korea, the American philosopher Jenefer Robinson is taken into account.  \nBy contrast, the situation of Austria is connected with the thoughts of the French philosopher Simone Weil. A comparison of these subtle distinctions in thought reveals the intercultural perspective of each country. The final aim of this paper is to highlight the common substance of both approaches and to suggest it as a basis for further intercultural cooperation for the revival of aesthetics within the field of comparative education.  \n“La beauté parle à tous les cœurs”  \n(Beauty speaks to all hearts)  \nSimone Weil, Œuvres completes  \nIntroduction  \nIn times of paralyzing functionalist tendencies within schooling and movement toward the standardization of learning and educational processes, a growing number of educational scientists seek alternative concepts of education. In July 2016, a Ph.D. student from South Korea and a Ph.D. student from Austria, both in the field of philosophy of education, met at an international symposium held by the University of Birmingham, on the topic of specific challenges in each country. It became obvious that on the one hand, Korean education lacked the capacity to teach moral principles relevant to today’s society, while on the other hand, Austrian education had become devoid of individuality. Independently, we were searching for philosophical concepts, which address these questions. To our pleasure, we found two concepts that, as utterly different as they were from each other, answered each case: the Korean need for morality and the Austrian  \nnecessity for more individuality, with a plea for an increase of aesthetic education. In the context of Korea, the American philosopher Jenefer Robinson sees aesthetic education asa way to train one’s emotions to encourage moral development. The French philosopher Simone Weil urges teachers to nurture a habit of attention to creating a general climate for individual expression. Discussing the current situations of our countries and each country’s philosophy of offering aesthetic education as a common solution, we explored the potential for aesthetic education beyond the two countries and philosophical schools. Ensuing from these concepts, this paper affirms the crucial importance of aesthetic education as an alternative to formal education.  \nThe Korean Answer: Aesthetic Education for Moral Education  \nAesthetic education in Korea is being proposed as the answer to the question,“How can we become ethical and considerate human beings?”. Aesthetic education is being offered as an alternative framework for moral introspection in handling an ethical problem in Korea. The rapid modernization of Korea has not been without its tensions and was accompanied by the confusion over traditional and modern values1. The lethargy and helplessness into which modern Koreans tend to fall in the face of ethical dilemmas cannot be reduced to the struggle between Confucian morality and Western rationality; rather, it can be understood as an inner conflict produced by the disappearance of any ethical or moral standards that previously guided Korean society. The confusion people experience today is more related to the forced situation in which real moral concepts are disappearing and the depth of the Korean moral sensibility, anchored as they were in Conf","cbCairzX7nzftTaP","https://ap.wps.com/l/cbCairzX7nzftTaP","pdf",466782,13,"English","# Introduction\n## Rationale for alternative educational concepts\n## Goals of intercultural comparison\n# The Korean Answer: Aesthetic Education for Moral Education\n## Moral confusion and ethical ethos\n## Moral imagination and sentimental education","[{\"question\":\"What problem in each country’s schooling motivates the paper’s focus on aesthetic education?\",\"answer\":\"The paper links Korean education’s lack of moral-principle teaching and Austrian education’s loss of individuality to the need for an aesthetic education approach as part of educational reform.\"},{\"question\":\"How does the paper connect aesthetic education in Korea to moral education?\",\"answer\":\"It frames aesthetic education as an alternative framework for moral introspection, using Jenefer Robinson’s idea of expanding one’s sentimental spectrum to support moral development rather than relying only on fixed moral principles.\"},{\"question\":\"What is “moral imagination” in the Korean perspective presented here?\",\"answer\":\"It is described as awareness of one’s own existential needs requiring bodily awareness, intelligence, and imagination, and it is proposed as a concept that can be expanded through aesthetic education.\"}]","Aesthetic Education: a Korean and an Austrian Perspective - academic paper | PDF",1792089453,33]