Taskesen, Orhan

The industrialization that began in England in the second half of the 18th century led to changes in the forms of production. Although industrialization had positive effects on production, such as increased capacity, after the 1840s it began to have negative effects on production quality, social and working conditions. The loss of the artistic attitude stemming from handicrafts in production was one of these negative effects. The aim ofthis study is to investigate the views on art and art education ofJohn Ruskin, a poet, writer, art and social critic, who was one of the critics of industrialization in England, which proved to be the industrial leader of Europe with the Great Exhibition, such as the loss of spiritual values and damage to the social fabric. According to Ruskin, being deprived of artistic talent and feeling of art is not the result of any defect in national character, but of being deprived of 'spiritual inspiration'. For this reason, art, morality and religion are intertwined in Ruskin's works. He also emphasizes that Ruskin sees art as an imitation of nature, thatthis imitation should be touched with pleasure, that imitation and pleasure are necessary but insufficient, and thatthere must be a moral purpose forthe creation of great art. Besides all these mentioned above, he believes that art education should be interdisciplinary. And according to him, art education has two aspects: perception and invention. Perception helps to perceive the beauty of God's works and can be taught. The power of invention, unlike perception, is a God-given gift and cannot be taught. Ruskin is concerned that having students make copies of works that are admired and sold out of commercial concern may destroy the creative and original attitudes of students. Especially vision education, imperfection, interdisciplinarity, invention are important components of education in general and art education in particulartoday. Ruskin's thoughts on art and art education shaped 20th century art and art education.

Naldan, Funda

One of the important structures among the examples of tangible cultural heritage is water mills, which are rural architectural structures. Water mills are important production sites where wheat and corn, which are basic food sources, are turned into flour or grinded. In addition to being places where grains are ground, mills also attract attention as places where people chat, various purchases are made, and social accumulation is transferred from generation to generation. Folk songs, poems, various folk beliefs and narratives have survived to this day in and around these places. Since his existence, man has tried to meet his needs by taking advantage of the opportunities offered by nature. He invented tools and machines for production purposes; established facilities. Mills are in close relationship with the climate of the regions in which they are located, both in terms of their location and construction materials. There are regions in Anatolia where water mills continue to function, albeit rarely, due to land conditions or other geographical reasons. The mill in Kemaliye district of Erzincan is one of them. The mill building has survived to the present day, largely preserving its originality. It is of particular importance because it is the last mill operating in the district and even the province. In this study, water mills, which are one of the most important examples of folk architecture of our rural cultural heritage, will be evaluated in terms of architecture, on the example of Kemaliye, with reference to their geographical features. It will be focused on what arrangements can be made to protect and keep the mill alive. This mill is of great importance as it continues to function. It has been suggested that landscaping around the mill, which is a rural architectural structure, will contribute to local tourism, and it has been evaluated in terms of its usability.