Didacticism: Difference between revisions

'''Didacticism''' is a philosophy that emphasizes instructional and informative qualities in [[literature]], [[art]], and design.<ref>[https://www.academia.edu/2940819/Whats_Wrong_with_Didacticism What’s Wrong with Didacticism?] {{Webarchive|url=https://web.archive.org/web/20190618035715/https://www.academia.edu/2940819/Whats_Wrong_with_Didacticism |date=2019-06-18 }} Academia.edu, Retrieved 30 Oct 2013</ref><ref>[http://coursesite.uhcl.edu/HSH/Whitec/terms/D/didactic.htm Didactic Literature or حخ] {{Webarchive|url=https://web.archive.org/web/20121117071733/http://coursesite.uhcl.edu/HSH/Whitec/terms/D/didactic.htm |date=2012-11-17 }}, [[University of Houston–Clear Lake]], Retrieved 30 Oct 2013</ref><ref name=":0">{{Cite book|title=Du potentiel du didactisme en architecture|others=Cucuzzella, Carmela, 1962-1962–, Hammond, Cynthia Imogen|year = 2019|isbn=978-1-988962-03-0|location=Montréal (Quebec), Canada|oclc=1082357029}}</ref> In art, design, architecture, and landscape, didacticism is an emerginga conceptual approach that is driven by the urgent need to explain.<ref name=":0" />

The term has its origin in the [[Ancient Greek]] word διδακτικός (''didaktikos''), "pertaining to instruction",<ref>{{Cite web|title=OPTED v0.03 Letter D|url=https://courses.cs.vt.edu/cs2606/Fall08/Projects/Major/2/Data/wb1913_d.htm|access-date=2021-05-18|website=courses.cs.vt.edu|archive-date=2021-05-18|archive-url=https://web.archive.org/web/20210518063123/https://courses.cs.vt.edu/cs2606/Fall08/Projects/Major/2/Data/wb1913_d.htm|url-status=dead}}</ref>, and signified learning in a fascinating and intriguing manner.<ref>{{Cite web|title=didactic {{!}} Origin and meaning of didactic by Online Etymology Dictionary|url=https://www.etymonline.com/word/didactic|access-date=2021-05-18|website=www.etymonline.com|language=en}}</ref><ref>{{Cite web|date=2013-09-15|title=Didacticism -– Examples and Definition of Didacticism|url=https://literarydevices.net/didacticism/|access-date=2021-05-18|website=Literary Devices|language=en-US}}</ref>

Didactic art was meant both to entertain and to instruct. Didactic plays, for instance, were intended to convey a moral theme or other rich truth to the audience.<ref>[http://literarydevices.net/didacticism/ Didacticism in Morality Plays], Retrieved 30 Oct 2013</ref><ref>[http://www.uncp.edu/home/canada/work/allam/general/glossary.htm#d Glossary of Literary Terms] {{webarchive|url=https://web.archive.org/web/20131103044158/http://www.uncp.edu/home/canada/work/allam/general/glossary.htm |date=2013-11-03 }}, The University of North Carolina at Pembroke, Retrieved 30 Oct 2013</ref> During the Middle Age, the Roman Catholic chants like the ''[[Veni Creator Spiritus]]'', as well as the Eucharistic hymns like the ''[[Adoro te devote]]'' and ''[[Pange lingua]]'' are used for fixing within prayers the truths of the Roman Catholic faith to preserve them and pass down from a generation to another. In the [[Renaissance]], the church began a [[syncretism]] between pagan and the Christian didactic art, a syncretism that reflected its dominating temporal power and recalled the controversy among the pagan and Christian aristocracy in the fourth century.<ref>{{cite book|author=[[Cynthia White]]|url=https://books.google.com/books?id=PWdzlUBhFLwC&pg=PA176|title=The Emergence of Christianity: Classical Traditions in Contemporary Perspective|page=176|publisher=Fortress Press|date=October 1, 2010|isbn=9780800697471|access-date=July 1, 2021|location=Minneapolis, MN|series=G - Reference, Information and Interdisciplinary Subjects Series|oclc=1056616571}}</ref> An example of didactic writing is [[Alexander Pope]]'s ''[[An Essay on Criticism]]'' (1711), which offers a range of advice about critics and criticism. An example of didactism in music is the chant ''[[Ut queant laxis]]'', which was used by [[Guido of Arezzo]] to teach [[Solfège|solfege]] syllables.

* ''[[WorksInstructions andof DaysKagemni]]'', by [[HesiodKagemni I]](?) (c.&nbsp;7002613–2589 BC?)

* ''[[OnInstruction Horsemanshipof Hardjedef]]'', by [[Xenophon]]Hardjedef (c.&nbsp;350between 25th century BC and 24th century BC)

* ''[[Panchatantra|The PanchatantraMaxims of Ptahhotep]]'', by [[Vishnu Sharma|Vishnu SarmaPtahhotep]] (c.around 3002375–2350 BC)

* ''[[DeWorks rerumand naturaDays]]'', by [[LucretiusHesiod]] (c. 50{{circa|700 BC}})

* ''[[GeorgicsOn Horsemanship]]'', by [[VirgilXenophon]] (c.&nbsp;30{{circa|350 BC}})

* ''[[Ars Poetica (Horace)Panchatantra|ArsThe PoeticaPanchatantra]]'', by [[HoraceVishnu Sharma|Vishnu Sarma]] (c.&nbsp;18{{circa|300 BC}})

* ''[[Astronomica (Manilius)|Astronomica]]'' by [[Marcus Manilius]] (c. {{circa|AD 14}})

* ''[[Epistulae morales ad Lucilium]]'', by [[Seneca the Younger]], (c.&nbsp;{{circa|65 AD}})

* ''[[Sophie's World]], by [[Jostein Gaarder]] (1991)''

* The ''Wizard of Gramarye'' series by [[Christopher Stasheff]] (1968-20041968–2004)

* "Du Didactisme en Architecture / On Didacticism in Architecture". (2019). In C. Cucuzzella, C. I. Hammond, S. Goubran, & C. Lalonde (Eds.), Cahiers de Recherche du LEAP (Vol. 3). Potential Architecture Books.<ref name=":0" />

* Cucuzzella, C., Chupin, J.-P., & Hammond, C. (2020). "Eco-didacticism in art and architecture: Design as means for raising awareness". Cities, 102, 102728.<ref name=":3">{{Cite journal |last1=Cucuzzella |first1=Carmela |last2=Chupin |first2=Jean-Pierre |last3=Hammond |first3=Cynthia |date=July 2020 |title=Eco-didacticism in art and architecture: Design as means for raising awareness |journal=Cities |language=en |volume=102 |pages=102728 |doi=10.1016/j.cities.2020.102728 |s2cid=218962466}}</ref>

Some examples of art, design, architecture and landscape projects that present eco-lessons.<ref name=":1">{{Cite web |title=Eco-didactic Turn in Art and Design in the Public Realm – IDEAS-BE |url=https://ideas-be.ca/project/the-eco-didactic-project/ |access-date=2020-04-22 |language=en-CA}}</ref>

* Glaisyer, Natasha and Sara Pennell. ''Didactic Literature in England, 1500-18001500–1800: Expertise Reconstructed'.'. (Ashgate Publishing, Ltd., 2003).