Notes on aesthetic experience and everyday experience in John Dewey

Haubert, Laura Elizia

doi:10.23925/1809-8428.2019v16i2p222-232

Cited by 2 publications

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“…This is how the aesthetic experience concept was born (Irvin, 2008). Dewey (1934) affirms that aesthetic experience is a typical experience in a literal sense, but it links to an aesthetic feeling, which connects again to human individuality (Dewey, 1887; see also Hammer, 2019;Shusterman, 1989Shusterman, , 2000Shusterman, , 2008, and therefore, to everyday life (Haskins, 2019;Haubert, 2019). Dewey's art and aesthetics are two different things, but they remain united.…”

Section: Dewey's Aesthetic Experiencementioning

confidence: 99%

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Ortiz¹

2022

Creativity. Theories – Research - Applications

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An original way to make sense of the aesthetic experience concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of Experience in John Dewey, a product of Doctoral theoretical research in education, it was possible to characterize a new art movement: School Art. Hence, this conceptual-theoretical finding will expand a wide range of art movements that emerged between the nineteenth century and contemporaneity: Art Nouveau, Impressionism, Abstract Art, Futurism, Action Painting, and Children’s Art, among many others. However, because of lexical reasons and hoping to achieve greater acceptance among theorists, the so-called School Art will patent from this paper as a neologism named from now on as Artscholarism. Thus, its philosophical-historical foundations, characteristics, and description will be the article’s primary purpose. In that sense, psychological and historical discussions will emerge throughout the paper. In conclusion, the new art movement – Artscholarism – comes from Deweyan thinking and is framed by creativity and a social context.

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Section: Dewey's Aesthetic Experiencementioning

confidence: 99%

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Ortiz¹

2022

Creativity. Theories – Research - Applications

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Dewey as experience

Ortiz

2020

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What did John Dewey mean by the experience? Researchers of John Dewey’s work (philosophers, psychologists, artists and educators, among many others) often attempt to decipher the American thinker’s thesis, statements and postulates. However, specific approaches have probably become inexact when interpreting many of his concepts, even thinking that they are superficial idealism. Detailed state-of-the-art review during the past decade, in terms of the idea of experience in Dewey, makes it possible to think that this concept –although not precisely defined as that of a dictionary– can be analyzed more accurately. The last is the debate and reflection that will be open to the academic community in this paper; to clarify and, subsequently, define the concept, two fundamental and inherent aspects are presented in this document: first, the pragmatist line that addresses an epistemological framework of the idea; second, two Deweyan elements will be enlightened, these are the living organism and nature, which, as the axis of an empirical influence, are analyzed from the Vermont philosopher’s perspective. This concept also addresses three essential perspectives: biological, psychological and social, bearing in mind that, according to Dewey, real experiences occur if “meaning” comes after. Finally, an interpretative approach will answer, as possible, the question posed at the beginning of this abstract.

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Notes on aesthetic experience and everyday experience in John Dewey

Cited by 2 publications

References 1 publication

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Dewey as experience

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