Prof. Klaus-Ove Kahrmann completed studies in fields of Art Education, Art History, Theology and German at Flensburg, Kiel and Hamburg.  For many years he had been working at several schools in Schleswig-Holstein, e.g. in the construction team of a comprehensive school, carrying out numerous projects for aesthetic education in primary and secondary education. He had been leading initiatives and events in international youth culture work.  
He organized many  educational events for aesthetic education and published numerous writings on the didactics of art education, teaching materials on aesthetic education and media education. Prof.  Kahrmann has been a lecturer at the University of Bolzano, University of Bielefeld (working in the field of media design and media studies), University of Kaiserslautern and University of Flensburg. In 2012 he was a visiting professor at the Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej in Warsaw. His research and publication work focuses on the fields of: organization of aesthetic processes, media didactics, integrative aesthetic education and aesthetic biography.  




Based on the premise formulated by Robert Jungk that perception is in crisis in our society, an attempt is made to name and explain parameters for this circumstance.
The surrealist pictures by the artist René Magritte are helpful for this.
This tableau includes the famous pipe, which is only present as an illustration, but quickly appears as „real” in perception and is understood as such. Only through trained perception is it possible to overcome this „hole in perception”.
The subsequent question is: how do we move from sensory overload to economy of perception?
This is followed by an examination of external and internal perception, with consciousness as the administrative authority of two reception areas.
„As soon as I perceive, I remember” – this is the first law of information psychology. We cannot escape from this law, we have to come to terms with it. Examples demonstrate this dilemma.
In the following, the linking of images and terms as an aid to knowledge is examined (goal: reduction of the amount of data).
The feelings as control mechanisms play a major role here – they can be seen as the entrance gates to information processing.
In the following, we must try to distinguish aesthetic and logical forces in order to learn to appreciate what aesthetic forces guide knowledge.
It is then a matter of applying both forces in an integrated manner when shaping your life.
This is and remains the inner core of identity-strengthening art education.

międzynarodowa konferencja naukowa
Instytut Edukacji Artystycznej
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej
Szczęśliwicka 40, 02-353 Warszawa
+48 22 419 18 01