The Philosophical Context of Art Education in Light of Selected Philosophical Approaches

As the second most significant social institution after the family, the school has attained a prominent position within social spheres and across the globe due to its role in socialisation and education. It is fundamentally responsible for the construction of both the individual and society. The school diligently strives to equip the learner with various skills, values, and principles that contribute to personality development from early childhood. It supports the individ-ual intellectually, culturally, emotionally, and civilisational, building the self, enabling meaningful interaction with others, sound decision-making, and adopting appropriate stances to confront the era's challenges and coexist with others, regardless of their background. To achieve these aims, the school relies on various didactic, scientific, technical, and artistic media, such as theatre, drama, cinema, and literature. These foster diverse experiential domains in the child and prepare them for commu-nication processes and various forms of expression, particularly artistic expression. This raises the following question: What is the rationale behind using these media? Moreover, can they indeed foster artistic and practical creativity in children and realise the educational objectives assigned to them?