A Study on the Relationship Between Aesthetic Education and the Development of Students' Creativity -From the Perspective of Embodied Cognition Theory

Jingwen Han

doi:10.6918/IJOSSER.202611_9(11).0011

Authors

Jingwen Han Yancheng Teachers University, Yancheng, 10324, China

DOI:

https://doi.org/10.6918/IJOSSER.202611_9(11).0011

Keywords:

Aesthetic education; creativity; embodied cognition; aesthetic experience; cognitive development.

Abstract

Creativity sits at the heart of what 21st-century education tries to achieve, and aesthetic education, as one of the main routes through which students grow as whole persons, deserves close examination for the way it actually shapes that creativity. Drawing on embodied cognition theory, this paper works through the relevant literature and develops the argument theoretically to trace how aesthetic education feeds students' creative development. Three lines of influence emerge. Aesthetic education wakes up multisensory experience, brings different domains of cognition together, and helps students enter states of flow. Because aesthetic experience is grounded in the body, it hands creative thinking a far richer stock of cognitive material; carried out in a systematic way, aesthetic education can reshape how students think and gradually build their capacity to innovate. The discussion is meant to support aesthetic education in practice and to offer some direction for the reforms now under way in this area.

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