Helen Arov

8.1 The Risks in Regards to Intentions to Support… (Paper)

Helen Arov – Tallinn University, Estonia

Abstract:

Numerous scholars have sought an integrative, holistic approach to education that navigates the polarised landscape of current educational policies and discourses. David (2023) introduces the concept of a “middle way” in progressive educational policy, emphasising dialogue and the inclusion of diverse perspectives, ideologies, stakeholders, and systems. Norozi (2023) similarly advocates for a holistic approach to well-being, focusing on the interconnectedness between children’s psychological states and broader global conditions. Biesta (2014) highlights the creative and artistic dimensions of education, describing a “weak” existential approach that embraces uncertainty, risk, and the ongoing process of “being in deconstruction.” Despite his recognition of creativity’s value in education, Biesta (2017) also critiques the growing tendency to instrumentalise art education, reducing its worth to creative outlet. Excessive focus on predefined outcomes can undermine the openness and creative risk essential to the educational process, thus losing what Biesta considers the true educational value of education and art.

This presentation explores the complexities of intentionally supporting key competences in visual art education. The study investigated how focusing on key competencies, such as self-management and empathy, influenced students’ learning experiences in art classes. The approach encouraged supportive peer interactions, with students increasingly offering feedback and engaging in reflective dialogue. However, there were also instances where perspective-taking led to subtle manipulations, reflecting the complex nature of empathy.

Viewing the classroom through an empathic lens heightened the teacher-researcher’s awareness of how nonverbal cues and emotional dynamics impacted student engagement. Discussions on emotions, particularly around sensitive topics like mental health and bullying, revealed both the potential and the risks of fostering empathy. The teacher-researcher’s experiences underscored the delicate balance between supporting students’ emotional growth and avoiding empathic burnout. Ultimately, the research highlights the challenge of integrating key competences without sacrificing the creative, open-ended exploration that is at the heart of art education. Recommendations include allowing more flexibility in lesson planning and encouraging longer learning units that prioritise student-led inquiry and risk-taking.

Helen Arov – Tallinn University, Estonia