Abstract
Given that the emotional element plays a significant role in the reflection and creation of artistic works, it applies all the more in the educational field as a necessary part of pedagogical work. So we are talking about a psychological-pedagogical complex, in which we will now deal with "higher" art (at first not only necessarily geometric).
For the representatives of such art, we chose literary and artistic works with a philosophical overlap (or directly with a philosophical intention or evaluation) in the intention of the topic. The so-called We could not omit philosophical works because they are widely used in the school environment, not only in the field of art education or literary education, which we will talk about in more detail.
For the above reason, we also do not avoid overlaps in the field of related social sciences and humanities - in a broader complex it will be a topic on the border of pedagogical science, psychology, philosophy and art history (resp. Aesthetics), based on the ancient assumption that philosophical science is for other mentioned fields by overarching science.
The term umbrella here means the term when philosophy does not ask such questions for its method, to which we should always answer explicitly. Problems can remain open and encourage further interpretations.
This privileged right of philosophical science will serve us in the text as a good method for us to be able, to a certain extent, also to ask freely the question of where the emotional aspect applies and what its forms may be in pedagogical work.