Aesthetic cognition and symbolism: A hermeneutic analysis of the 'Apprentice Pillar' in Rosslyn, Scotland as a code of conduct and a code of life in education.

摘要

This dissertation examines the symbolic interaction between the symbolism of the "Apprentice Pillar," located in Rosslyn, Scotland, and its implications for education. The study is a phenomenological hermeneutic analysis about the symbolic interaction of the Pillar and an aesthetic and values philosophy toward a holistic approach to curriculum development. The purpose of this study was to conduct a deep interpretation of one symbol, the "Apprentice Pillar," for its relevance as a world symbol and metaphor in making universal inferences about aesthetic and values education and symbolic interaction in teaching conflict resolution. The ancient philosophy of Kabbalah was incorporated into a hermeneutic method of analysis of the symbolism. The interpretation considered the meaning of an ancient symbol in relation to modern issues such as globalization and challenging social issues. Findings presented a method for teaching sensitivity and ethics to students as citizens in the diverse global society. The primary findings of this phenomenological hermeneutic study included interpretation of the Pillar as representation of the ancient philosophy of the Tree of Life as well as a representation of a method of Kabbalistic reasoning process that is both aesthetic and ethical. Finally, the interpretation led to the conclusion that the "Apprentice Pillar" symbolizes a process of reasoning that has emerged from ancient philosophy and that it remains relevant as a unified theory of consciousness in teaching thinking.