A DISCUSSION ON THE SIGNIFICANCE AND PURPOSE OF TEACHING TRADITIONAL VIETNAMESE VALUES THROUGH ART
Keywords:traditional values, Vietnamese traditional, teaching art, quality, capability
Although traditional value education in Vietnam has many aspects and methods, most of them are not linked with art education, and the determination of its significance and purpose is not entirely clear. This article examines Vietnam’s traditional values in these modern times and raises some evocative issues in order to introduce a new vision for teaching traditional values through art education. The article considers issues of Vietnamese traditional value education for the young generation as a special condition in the current context; recognizing age psychology characteristics of preschool and primary school students; the point of view on maintaining and promoting the values of Vietnamese citizens as the foundation for the image of the global citizen; the role and benefits of art (as a subject) and works of art in education; and outlines the practice of traditional value education in Vietnam.
Nguyen Trong Chuan (1998), “Using traditional values to enhance development”, Philosophical Review, volume 2, p.16-19.
Tran Van Giau (1980), “Traditional spiritual values of the Vietnamese nation”, Social Sciences Publishing House.
Phan Huy Le, Vu Minh Giang (editors), (1994), “Traditional values and Vietnamese people today”, World Publishing House, Hanoi.
Tran Ngoc Them (2017), “Vietnamese value system in the period of industrialization, modernization and international integration”, National Political Publishing House.
Chu Quang Tru (2002), “Vietnamese culture as seen from art”, Art Publishing House.
How to Cite
Copyright (c) 2022 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.