Ideology and Art Education: Continuity and Transformation from Ancient Mediterranean to Modern Art Pedagogy

Abstract

This paper aims to explore the deep connection between ideology and art education, especially the continuation and reform of art education from ancient Mediterranean to modern art education. Art education is not only a process of skill transfer, but also a medium of culture, values and ideology. First, the article reviews the basic concept of ideology, points out its important role in artistic creation and education, and emphasizes that art as a carrier of ideology transmits specific social values and belief systems through different historical periods.

In the ancient Mediterranean region, art education was deeply influenced by the social and political environment, and was dominated by religion and state ideology. The art education in this period not only paid attention to the teaching of skills, but also paid more attention to the cultivation of morality and philosophy, such as the academy system of ancient Greece and the artistic tradition of Ancient Rome. In this context, art is seen as the embodiment of social order and cultural identity, and educational content often revolves around these core ideas.

Over time, and into the modern era, art education has undergone a remarkable transformation. The rise of modern art education, accompanied by enlightenment thought and social change, has gradually liberated from a single ideological framework and formed a diversified educational concept. The article explores how ideology still influences the direction and form of art education in modern society, including the influence of state policy, cultural identity, and globalization. Modern art education emphasizes the cultivation of creative and critical thinking, enabling students to understand and reflect on the influence of different ideologies in a multicultural context.

By comparing the continuity and reform of ancient and modern art education, this paper emphasizes the similarities and differences between them. Ancient art education emphasizes norms and traditions, while modern art education pays more attention to the cultivation of individual expression and innovation ability. Through case studies, this paper analyzes arts education practices in different historical periods, revealing the role of ideology in shaping educational methods and content, for example, how certain countries use arts education to strengthen national identity and cultural self-confidence.

In the conclusion part, this paper summarizes the main findings of the research, emphasizing the complex relationship between ideology and art education, and the dynamic changes of this relationship in the historical changes. The paper also makes suggestions for the future of arts education, arguing that more attention should be paid to the diversity and inclusion of educational content, and to promote students' critical thinking and creativity. In addition, the limitations of the study have also been pointed out, and future research can explore art education practices in different cultural contexts more deeply to more fully understand the influence of ideology.