"הקוד החזותי": פדגוגיה של חשיבה ביקורתית ושיח מהותי בעידן התרבות החזותית

Over the last few decades, the approach to art history has become increasingly complex in response to new perceptions of examining reality and daily life through visual or material culture. Additionally, adjacent fields, of which design is the most relevant and expansive, contribute to this complexity by adding factors such as the distinction between two-dimensional and three-dimensional, the relationship between manufacturing technologies, representations versus reality,and the decisive influence known as the function of the product on its design and the interpretation that consumers and viewers attribute to it. This article proposes the application of a model known as "the visual code," which is based on the premise that any product found in the surrounding socio-cultural context can be understood and critically analyzed in a manner which conveys the spirit of our time. Consumers/viewers encode meanings and analyze them in all of these products, whether it is a work of plastic art, a digital image, an architectural structure, a vehicle, or even a smartwatch. This method is based on three main questions: "What do I see?" "What do I comprehend?" "How do I comprehend it?"The simple yet comprehensive and holistic approach has significant implications for pedagogy in general and visual pedagogy in particular. By providing students with an intelligent, comprehensive, and reality-adaptable understanding of the visual and material world around them, it will enable them to engage intelligently,comprehensively, and in a manner relevant to their context. Additionally, the model is designed to accommodate a wide range of levels of thinking and prior knowledge, which explains its relevance and strength in today's technologically advanced, dynamic reality.