أبعاد التربية الجمالية في تعليم التصميم الداخلي

Abstract

Abstract:

This research centers on analyzing the interactive relationship between aesthetic education and cognitive structures as two fundamental pillars in shaping the personality of interior design learners. The study aims to explore how aesthetic stimuli and educational curricula contribute to reshaping the learner's mental schemas, transforming their perception from a spontaneous state to one of specialized artistic insight. The researcher adopted a descriptive-analytical approach to address the study's variables, analyzing the cognitive processes associated with grasping space and formal elements, with a focus on the role of "Gestalt" in organizing the designer's perceptual environment. The analytical steps involved examining the mechanisms of assimilation and representation of visual percepts, and deducing the criteria that lead to professional maturity and the crystallization of an independent artistic identity. The study reached significant results, most notably that elevating aesthetic awareness is a structural prerequisite for developing spatial intelligence, and that the designer's innovative personality is the result of integrating sensory experience with sound perceptual processing. Furthermore, the analysis proved that aesthetic education provides the learner with a "creative filter" that shields them from stereotyping and enhances their

moral and social responsibility toward the built environment.

Keywords: Aesthetic Education, Cognitive Structures, Interior Design, Creative Personality, Artistic Identity.