Aesthoecology can be described as an ‘onto-epistemology’ which fuses a theory of being with a theory of knowledge and deals with the affective, connected and temporal aspects of education. Where the aesthetic aspect of aesthoecology – appearance and feelings/ sensation – concerns the affective domain, the ecological aspect – spaces, places and relationships – concerns connectedness. In our title, ‘foundations’ refers both to the foundations of aesthoecology and the foundations of art and design education. We highlight the implications of aesthoecology for the art and design education of young children, as elsewhere we consider its implications for higher education. Below, we explain aesthoecology in detail; identify some of aesthoecology’s implications for art and design education; and apply these to an examination of current English early years education policy. There is much room for improvement here, thus, in the spirit of Rancière, we invite aesthoecologically informed dissensus.

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美学及其对艺术和设计教育的影响：检查基础

审美生态学可以被描述为一种“本体认识论”，它将存在理论与知识理论相结合，并处理教育的情感、联系和时间方面。美学的美学方面——外观和感觉/感觉——涉及情感领域，生态方面——空间、地点和关系——涉及连通性。在我们的标题中，“基础”既指美学生态学的基础，也指艺术和设计教育的基础。我们强调审美生态学对幼儿艺术和设计教育的影响，正如我们在其他地方考虑它对高等教育的影响一样。下面，我们详细解释一下美学；确定美学对艺术和设计教育的一些影响；并将这些应用到当前英语早期教育政策的考试中。这里有很大的改进空间，因此，本着 Rancière 的精神，我们邀请在美学上知情的异议。