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HYPERAESTHETICS, ART, AND ART EDUCATION IN A TECHNOMEDIATED WORLD

机译：技术化世界中的超美学，艺术和艺术教育

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An exploration of the ways that technology increasingly alters our understanding of self and the world in which we live points to the unfolding of what computer theorist Peter Lunenfeld (2000) calls a hyperaesthetics. In this article, the author correlates theories of art and artmaking with burgeoning real time aesthetics through theoretical comparison and interpretational modes of critical inquiry. Traditional artistic strategies such as perspective, multiple representations, and media transparency reveal connections with—and therefore ways of understanding—such contemporary technological conditions as transparent hypermediacy, multiplicity, erasure, and networked identity. Using case studies from a university Art Appreciation course, the author attempts to launch a quest for a hyperaesthetics theory. This process of examining practice yet to be played, language still unspoken and unread, and theory as yet ungrounded, serves to both initiate and challenge a new discussion concerning the place of art education within a technomediated world.

机译：对技术日益改变我们对自我和生活世界的理解的方式的探索，指出了计算机理论家彼得·鲁嫩菲尔德（Peter Lunenfeld，2000）所说的超美学。在本文中，作者通过理论比较和批判性探究的解释模式，将艺术理论与新兴的实时美学联系起来。传统的艺术策略（例如视角，多种表现形式和媒体透明性）揭示了与当代技术条件（例如透明的超中介性，多重性，擦除和网络身份）的联系，并因此揭示了其理解方式。利用大学艺术鉴赏课程中的案例研究，作者试图发起对超美学理论的追求。这种检查实践尚未进行，语言仍未说，未读，理论尚未扎根的过程，既可以发起也可以挑战关于技术教育在技术媒介化的世界中的地位的新讨论。

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《Web-Based Education》|2006年|P.208-214|共7页
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Pamela G. Taylor;
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中图分类电化教育;计算机网络;
关键词
hyperaesthetics; hypertext; art; education; technomediation;

机译：超美学;超文本;艺术;教育;技术融合;

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KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

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8. Arts Education Assessment Framework, 2008. Arts Education Framework Project [R] . 2008

机译：艺术教育评估框架，2008年。艺术教育框架项目

HYPERAESTHETICS, ART, AND ART EDUCATION IN A TECHNOMEDIATED WORLD

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