Experiencing art evokes emotional responses and heightens one’s awareness. For instance, a song on the radio can captivate and sustain a reflective thought. The esthetic experience is more than merely listening to a song, and one can feel immersed at the moment. Such an aesthetic experience can be used to enhance ones perception and imagination of moral events.
The same song may be experienced differently by a second party since perception is dependent on experience. Similarly, moral perception abilities vary from one individual to another and are shaped by the individual’s background and personality. Therefore, learning experiences centered on aesthetics can help in developing moral perception and imagination by providing opportunities to see more subjectively into human situations.
I believe the author captures the relevance of aesthetic experience in the development of moral perception and imagination and, therefore, the need to use them in educational ethics for classroom educators. For an educator, such qualities are necessary for solving educational dilemmas and encourages the need to develop these qualities of perception and imagination. The author noted that the aesthetic experience and use of the case study had different responses from the students. The question of the impact of case studies of typical educational ethics in class and aesthetic experiences should be compared and discussed from the students’