The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes of daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school , home school , mall school , etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life.

中文翻译：

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教育中的日常美学导论

本文的目的是介绍教育中的日常美学。首先，它将日常美学呈现为哲学美学中的一个分支学科，重新审视感官知觉作为所有经验的背景，声称日常生活是美学探究的适当场所，并质疑审美偏好对习惯性决定的影响。其次，该论文认为，在学生在学校学习的各种事物中，他们学习——明确地或隐含地——感知什么和如何感知，以及日常感知的教学目的。学校模拟学生将在他们的感知、他们的想法以及他们如何采取相应行动之间建立的关系。接下来，论文阐述了“学校审美矩阵”和“学校空间与场所”的概念。学校审美矩阵是指感知模式，可以描述日常感知与学校教学项目之间的关系。它们通过监狱学校、家庭学校、商场学校等表达方式表现出来。学校中的空间和地点暗示伴随着物质基础的经验，可以描述我们如何生活在这个世界上。它们的区别在于每个人对感官和身体的看法。该论文最后呼吁人们关注感知在教育中的理解和作用，敦促人们注意学生在 12 年的学校教育中发展的审美教学特征。最终，我们与自己、他人和世界发展的关键关系，