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Erfarenhet som uppfostran, konst som erfarenhet.

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Title: Erfarenhet som uppfostran, konst som erfarenhet.
Alternate Title: EXPERIENCE AS EDUCATION, ART AS EXPERIENCE. ON JOHN DEWEY'S PEDAGOGY AND AESTHETICS.
Authors: Burman, Anders1 anders.burman@sh.se
Source: Education & Democracy: Journal of Didactics & Educational Policy. 2007, Vol. 16 Issue 1, p95-108. 14p.
Abstract: This article deals with the relationship between aesthetics and pedagogy, art and education, in John Dewey's thinking. First, I try to show that traces of the young Dewey's interest in Hegel and German idealism could be found even in his later writings, on both aesthetics and pedagogy. He worked, in both these areas, with the same main perspectives and concepts, such as nature, process, growing and experience. Although in recent years some authors have tried to emphasize the importance of Dewey's aesthetics, suggesting that it can help us to understand contemporary art, I argue that his pedagogical theory has greater relevance today than his aesthetics, but also that educational practitioners as well as scholars nonetheless have much to learn from his aesthetic theories, i.e. that these theories are now more fruitful within pedagogy than within aesthetics itself. [ABSTRACT FROM AUTHOR]
Copyright of Education & Democracy: Journal of Didactics & Educational Policy is the property of Orebro University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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PubType: Academic Journal
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  Data: Erfarenhet som uppfostran, konst som erfarenhet.
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  Data: EXPERIENCE AS EDUCATION, ART AS EXPERIENCE. ON JOHN DEWEY'S PEDAGOGY AND AESTHETICS.
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  Data: This article deals with the relationship between aesthetics and pedagogy, art and education, in John Dewey's thinking. First, I try to show that traces of the young Dewey's interest in Hegel and German idealism could be found even in his later writings, on both aesthetics and pedagogy. He worked, in both these areas, with the same main perspectives and concepts, such as nature, process, growing and experience. Although in recent years some authors have tried to emphasize the importance of Dewey's aesthetics, suggesting that it can help us to understand contemporary art, I argue that his pedagogical theory has greater relevance today than his aesthetics, but also that educational practitioners as well as scholars nonetheless have much to learn from his aesthetic theories, i.e. that these theories are now more fruitful within pedagogy than within aesthetics itself. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education & Democracy: Journal of Didactics & Educational Policy is the property of Orebro University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.48059/uod.v16i1.848
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      – Code: swe
        Text: Swedish
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              Text: 2007
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