Guillermo Marini
Biographic Data
| ID | 3707978 |
|---|---|
| NAME | Guillermo Marini |
| GIVEN NAMES | Guillermo |
| FAMILY NAME | Marini |
| SIGNATURE | MARINI G |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0001-9957-5151 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Teacher as Choreographer: A Phenomenological Approach to Atmospheres in Education
Aesthetics of School Care: A Theoretical Foundation and Analytical Guideline to Approach Current Educational Challenges (in Chile and Beyond)
This article proposes the notion of “aesthetics of school care” as a conceptual and methodological tool for exploring how care is lived within schools. First, bridging the ethics of care and everyday aesthetics, the article argues that school care is not only an ethical responsibility but also an embodied, sensory, and relational practice shaped by spatial, material, and atmospheric conditions. Through an interdisciplinary dialogue between school…
More than a place to eat: Visual aesthetics and educational policies in Chilean school dining halls (1912–2020)
This visual essay portrays the historical development of an invisibilized space in Chilean schools: the dining hall. By analysing eight archive-based figures and one food-related poster from the early 20th century to the 21st century, the essay calls into question the relationships between visual aesthetics and educational policies. The authors argue that this typically unnoticed space can help problematize peculiar features of the visual culture…
What’s the Sense of a Classroom? Sensory Perception in Classrooms and Relationships with Nature in the Wake of Covid-19
Visual styles, hidden discourses: An exploratory case study of a Chilean education university
This article reports the findings of a study aimed at exploring the visual discourses at a Chilean education university. First, building on the classic ‘hidden curriculum’ and ‘school art style’ literature, it justifies the need to discuss how higher education institutions model the ways through which teachers-to-be comprehend and use visual resources. Second, the article presents the results of a critical visual methodology performed in the olde…
Biocultural homogenization in elementary education degree students from contrasting ecoregions of Chile
Biocultural homogenization is a wicked problem that implies the loss of biological and cultural diversity at different scales. It is promoted by globalized one-dimensional ways of thinking that ignore the biophysical and cultural singularities of the heterogeneous regions of the planet. In Chile, we find ecoregions as diverse as the arid Norte Grande, the semi-arid Mediterranean Metropolitan region, and the temperate rainforests in the south. We …
Reconsidering time in schools: An everyday aesthetics perspective
The main purpose of this article is to describe and analyse time in schools from an everyday aesthetics perspective. Expanding on current scholarship, the article calls attention to the way everyday sensory experiences in schools models time in peculiar ways that have serious educational implications. On the one hand, based on the work of Katya Mandoki, we discuss how schedules and classroom movements tend to project an ominous sense of time, whe…
An Introduction to Everyday Aesthetics in Education
Images of School Times: Organizing Rhythms, Revealing Pedagogies
Among the different dimensions of visual experience that schools organize, model and reproduce, time is one of the least researched. Through the analysis of four images from four different elementary schools in Santiago, Chile, this visual essay explores ways in which the visual culture of schools refers to time, both as an organizational variable and as an interpersonal condition that, in turn, can be associated with different pedagogical practi…
Estéticas Cotidianas Escolares: Desde Lo Que Se Ve Hacia Cómo Se Siente La Escuela
Este artículo plantea la relevancia educativa de las estéticas cotidianas escolares. En primer lugar, a partir de dos imágenes como ejemplo, se presenta la noción de matriz estética escolar, en tanto criterio de organización de la sensibilidad en los entornos escolares. En segundo lugar, desde los estudios visuales, discute la noción de cultura visual escolar, describiendo otras tres imágenes que dan cuenta de la relación entre lo visual y la vis…
Chilean School Façades: Aesthetic Matrixes, Educational Insights
Michel Montaigne como Formador de Profesores: La Necesidad de Ensayar la Propia Posición Pedagógica
Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell (2012): por una parte, si bien han pas…
Aristotelic Learning Through the Arts
An Introduction to Everyday Aesthetics in Education
Images of School Times: Organizing Rhythms, Revealing Pedagogies
Among the different dimensions of visual experience that schools organize, model and reproduce, time is one of the least researched. Through the analysis of four images from four different elementary schools in Santiago, Chile, this visual essay explores ways in which the visual culture of schools refers to time, both as an organizational variable and as an interpersonal condition that, in turn, can be associated with different pedagogical practi…
What’s the Sense of a Classroom? Sensory Perception in Classrooms and Relationships with Nature in the Wake of Covid-19
Reconsidering time in schools: An everyday aesthetics perspective
The main purpose of this article is to describe and analyse time in schools from an everyday aesthetics perspective. Expanding on current scholarship, the article calls attention to the way everyday sensory experiences in schools models time in peculiar ways that have serious educational implications. On the one hand, based on the work of Katya Mandoki, we discuss how schedules and classroom movements tend to project an ominous sense of time, whe…
Estéticas Cotidianas Escolares: Desde Lo Que Se Ve Hacia Cómo Se Siente La Escuela
Este artículo plantea la relevancia educativa de las estéticas cotidianas escolares. En primer lugar, a partir de dos imágenes como ejemplo, se presenta la noción de matriz estética escolar, en tanto criterio de organización de la sensibilidad en los entornos escolares. En segundo lugar, desde los estudios visuales, discute la noción de cultura visual escolar, describiendo otras tres imágenes que dan cuenta de la relación entre lo visual y la vis…
Chilean School Façades: Aesthetic Matrixes, Educational Insights
Michel Montaigne como Formador de Profesores: La Necesidad de Ensayar la Propia Posición Pedagógica
Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell (2012): por una parte, si bien han pas…
Aristotelic Learning Through the Arts
Michel Montaigne como Formador de Profesores: La Necesidad de Ensayar la Propia Posición Pedagógica
Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell (2012): por una parte, si bien han pas…
Chilean School Façades: Aesthetic Matrixes, Educational Insights
Estéticas Cotidianas Escolares: Desde Lo Que Se Ve Hacia Cómo Se Siente La Escuela
Este artículo plantea la relevancia educativa de las estéticas cotidianas escolares. En primer lugar, a partir de dos imágenes como ejemplo, se presenta la noción de matriz estética escolar, en tanto criterio de organización de la sensibilidad en los entornos escolares. En segundo lugar, desde los estudios visuales, discute la noción de cultura visual escolar, describiendo otras tres imágenes que dan cuenta de la relación entre lo visual y la vis…
Images of School Times: Organizing Rhythms, Revealing Pedagogies
Among the different dimensions of visual experience that schools organize, model and reproduce, time is one of the least researched. Through the analysis of four images from four different elementary schools in Santiago, Chile, this visual essay explores ways in which the visual culture of schools refers to time, both as an organizational variable and as an interpersonal condition that, in turn, can be associated with different pedagogical practi…
Reconsidering time in schools: An everyday aesthetics perspective
The main purpose of this article is to describe and analyse time in schools from an everyday aesthetics perspective. Expanding on current scholarship, the article calls attention to the way everyday sensory experiences in schools models time in peculiar ways that have serious educational implications. On the one hand, based on the work of Katya Mandoki, we discuss how schedules and classroom movements tend to project an ominous sense of time, whe…
An Introduction to Everyday Aesthetics in Education
Visual styles, hidden discourses: An exploratory case study of a Chilean education university
This article reports the findings of a study aimed at exploring the visual discourses at a Chilean education university. First, building on the classic ‘hidden curriculum’ and ‘school art style’ literature, it justifies the need to discuss how higher education institutions model the ways through which teachers-to-be comprehend and use visual resources. Second, the article presents the results of a critical visual methodology performed in the olde…
Biocultural homogenization in elementary education degree students from contrasting ecoregions of Chile
Biocultural homogenization is a wicked problem that implies the loss of biological and cultural diversity at different scales. It is promoted by globalized one-dimensional ways of thinking that ignore the biophysical and cultural singularities of the heterogeneous regions of the planet. In Chile, we find ecoregions as diverse as the arid Norte Grande, the semi-arid Mediterranean Metropolitan region, and the temperate rainforests in the south. We …
More than a place to eat: Visual aesthetics and educational policies in Chilean school dining halls (1912–2020)
This visual essay portrays the historical development of an invisibilized space in Chilean schools: the dining hall. By analysing eight archive-based figures and one food-related poster from the early 20th century to the 21st century, the essay calls into question the relationships between visual aesthetics and educational policies. The authors argue that this typically unnoticed space can help problematize peculiar features of the visual culture…
What’s the Sense of a Classroom? Sensory Perception in Classrooms and Relationships with Nature in the Wake of Covid-19
The Teacher as Choreographer: A Phenomenological Approach to Atmospheres in Education
Aesthetics of School Care: A Theoretical Foundation and Analytical Guideline to Approach Current Educational Challenges (in Chile and Beyond)
This article proposes the notion of “aesthetics of school care” as a conceptual and methodological tool for exploring how care is lived within schools. First, bridging the ethics of care and everyday aesthetics, the article argues that school care is not only an ethical responsibility but also an embodied, sensory, and relational practice shaped by spatial, material, and atmospheric conditions. Through an interdisciplinary dialogue between school…
Educational Environments and Student Outcomes (8 works) · Art (7 works) · Aesthetics (6 works) · Art Education and Development (6 works) · Psychology (6 works) · Sociology (6 works) · Philosophy of education (4 works) · Animal and Plant Science Education (3 works) · Architecture, Art, Education (3 works) · Epistemology (3 works)