The categorial formation and the importance of art in it

Abstract

Under the procedure for all teaching and learning is a substantial element:  identifying content that carries the formative elements.  To this end we ask, what is form? What is formation — training — and what is formative? To be human means having to constantly reinvent ourselves in response to the historical moment, contexts and changing realities.  This enlightened Being lives, visualizes and perceives.  To form is to do or to create; to form a part is to contribute to a whole.  Training is the action of form and at the same time is synonymous with preparation. The formative is what forms or serves to form.  So, an enlightened Being is part of a dynamic world that continually forms and transforms him.  Such training is a process, where teaching and learning may frustrate that Being’s efforts to be reinvented, to become, an effort which demands daily training. When we talk about forms and training, it may be appropriate to refer to the arts and their various lexicons, whose manifestations contribute to the construction of identity of that Being, both as a subject and as a member of a community. Art appeals to, and requires, the world to which Being belongs.  Through the discourses of art the true nature of Being can be discerned—of himself and of him in the world, and as an element of the world. Categorial Training takes interest in accessing the real meaning of educational activities, within which the objectivity of the world and the subjectivity of the individual are made visible.  Hence, the importance of teaching art, because it assists the discernment of the social and cultural landscape that each individual inhabits. In this sense, art education serves the individual's ability to generate, compare and clarify meanings.  In consequence, the relationship between experience and individual identity or that of one’s group becomes discoverable, within the phenomena and meanings of culture.