생태미학의 관계 개념을 통한 미술교육의 재구성

초록

This study explores the ecological transformation of art education in response to contemporary crises such as climate change and ecological degradation. Grounded in ecological aesthetics, it focuses on the concepts of relations and entanglement, emphasizing art education as a relational field where humans, non-humans, materials, and places intertwine to generate meaning. Drawing on Berleant’s aesthetics of engagement, Ingold’s relational ontology, and place-based eco-art education, the study highlights the need to move beyond product-oriented approaches toward relational practices. A literature review of domestic and international research informed stage-specific applications: sensory immersion and material entanglement in early childhood, place-based inquiry and environmental storytelling in elementary education, critical ecological sensitivity in middle school, and integrative creative practices using digital media in high school. By synthesizing these approaches, the study strengthens the theoretical foundations of eco-transformative education and offers practical guidance for continuity across developmental stages. Ultimately, it demonstrates the potential of art education to foster ecological citizenship by integrating sensory experience, materiality, and non-human agency.

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