Imitation as a Pedagogical Strategy for Teaching Art and Philosophy

Abstract

This article explores the role of imitation in the teaching of visual arts and literature in elementary education on the one hand, and philosophy in secondary education on the other. It begins by analyzing the role of imitation in the teaching of visual arts and literature, where it is found that imitation should be understood as an activity of personal appropriation and not as a mechanical reproduction. This finding allows us to criticize the tendency to consider that talent is the product of an innate capacity that ignores the creative tradition. It is also evident that the result of imitation, paradoxically, is creativity and originality, to the extent that it provides the student with a base of different creative styles, to combine or improve them, building his own style. Then, some ideas are offered on how this strategy can be applied to the teaching of philosophy in secondary education, through three classic ways of doing philosophy. The similarity between the pedagogical methods makes it possible to establish interesting links between the nature of the two areas of knowledge, with respect to the creative act. The artist creates his work in a similar way as the philosopher creates the concept; in both cases, although the product is unique and particular, it has pretensions of universality. Both Art and Philosophy rebel against some characteristics of instrumental reason, insofar as they value learning to linger in contemplation and reflection, and value the impossibility of enclosing their products under some defined utility. In this sense, both Art and Philosophy stand as paradigms of human freedom.