Aesthetic Experience is the Most Educational: A Study Based on Dewey’s Aesthetic Thoughts

Abstract

Abstract:

There has always been ambiguity in Dewey’s discussion of “what experience has the most educational value”, but his aesthetic turn in his later years complements and clarifies this point. Dewey sought the connection between aesthetic experience and daily life, and returned art to daily life. Aesthetic experience is a process in which an individual is driven by emotion and imagination in the interaction with the environment. The individual constantly overcomes resistance, integrates the past and the present, and faces the future to achieve harmony and completion. This is most clearly and strongly embodied in art. The rhythm of art emphasizes not only the process of problem-solving and aesthetic experience, but also the resultant works of art. Dewey’s aesthetic experience establishes the educational standard of experience, that is, aesthetic experience has the most educational value and truly points to growth. This requires teachers to think and act like artists, and carry out exemplary curriculum design and teaching in accordance with the way of artistic creation, with aesthetic experience or artistic work as the result-oriented, in order to strengthen children’s acquisition of aesthetic experience.

Key words: Dewey, aesthetics experience, art, educational experience, aesthetic education

CLC Number:

B83-0

Wen Hui, Peng Zhengmei. Aesthetic Experience is the Most Educational: A Study Based on Dewey’s Aesthetic Thoughts[J]. Education Science, 2021, 37(5): 12-20.

Figures/Tables 1

References 68

[1]	[50] [60] [美] 约翰·杜威. 我的教育信条[M].彭正梅,译. 上海: 上海人民出版社, 2017:6、147、11.
[2]	王坤庆, 张玉琴. 杜威审美经验论的教育价值探索[J]. 华中师范大学学报(人文社会科学版), 2020(1):165-172.
[3]	庞飞. 教育即审美——杜威的美育思想新论[J]. 美育学刊, 2013, 4(2):18-23.
[4]	高建平. 美学与艺术向日常生活的回归——兼论杜威与“日常生活审美化”的理论渊源[J]. 文艺争鸣, 2010(9):5-10.
[5]	[10] [12] [14] [15] [17] [19] [21] [23] [24] [25] [29] [30] [36] [37] [39] [40] [42] [45] [48] [58] [61] [美] 约翰·杜威. 艺术即经验[M].高建平,译. 北京: 商务印书馆, 2005:304、42、60、14、43、302、152、152、17、152、1-2、179、50、69、191、181、163、166、215、114、298、61.
[6]	[26] [27] [美] 约翰·杜威. 经验与自然[M].傅统先,译. 南京: 江苏教育出版社, 2005:53、226、228.
[7]	DEWEY J. Contributions to a cyclopedia of education[M]//BOYDSTON J A.The collected works of John Dewey.Middle Works,Vol.7. Carbondale: Southern Illinois University Press, 1983:355.
[8]	[22] KESTENBAUM V. The phenomenological sense of John Dewey:habit and meaning[M]. Atlantic: Humanities Press, 1977:28、34.
[9]	[美] 约翰·杜威. 民主·经验·教育[M].彭正梅,译. 上海: 上海人民出版社, 2009:241.
[11]	贾媛媛. 完满的经验与生活的艺术——约翰·杜威美学思想研究[M]. 北京: 中国社会科学出版社, 2015:76.
[13]	张圆. 苦难因素在审美经验中的功用:试论约翰·杜威经验美学的特点[D]. 上海:复旦大学, 2013:21.
[16]	HOHR H. The concept of experience by John Dewey revisited:conceiving,feeling and “enliving”[J]. Studies in philosophy and education, 2013, 32(1):25-38. doi: 10.1007/s11217-012-9330-7
[18]	PUOLAKKA K. Dewey and everyday aesthetics-a new look[J]. Contemporary aesthetics, 2014(12):1-16.
[20]	[美] 约翰·杜威. 我们怎样思维·经验与教育[M].姜文闵,译. 北京: 人民教育出版社, 1991:261.
[28]	[51] [54] [美] 约翰·杜威. 民主主义与教育[M].王承绪,译. 北京: 人民教育出版社, 1990:251-252、252、143.
[31]	[34] MCCLELLAND K A. John Dewey:aesthetic experience and artful conduct[J]. Education and culture, 2005, 21(2):44-62.
[32]	高建平. 艺术:从文明的美容院到文明本身——杜威美学述评[J]. 文艺争鸣, 2010(9):11-18.
[33]	甘露. 论杜威的艺术思想[M]. 武汉: 武汉大学出版社, 2016:46.
[35]	孙斌, 张艳芬. 作为节奏和冒险的艺术——对杜威艺术哲学的一个研究[J]. 复旦学报(社会科学版), 2008(4):61-68.
[38]	[美] 约翰·杜威. 确定性的寻求:关于知行关系的研究[M].傅统先,译. 上海: 上海人民出版社, 2005:3-4.
[41]	曾永成, 艾莲. 节奏揭秘:杜威艺术审美本体特性论的生态内涵[J]. 四川师范大学学报(社会科学版), 2011, 38(2):76-81.
[43]	RUOPPA R. John Dewey’s theory of aesthetic experience:bridging the gap between arts and sciences[J]. Open philosophy, 2019(2):59-74.
[44]	MAEDER M.Kunst. Wissenschaft,Natur:zur Ästhetik und Epistemologie der künsterisch-wissenschaftlichen Naturbeobachtung[M]. Bielefeld:Transcript Verlag, 2017:21.
[46]	COMEAUX V M. Aesthetics in the classroom for social justice:how do the theories of John Dewey,Maxine Greene,and Jane Piirto inform us?[D]. Louisiana:Louisiana State University, 2013:64.
[47]	[美] 拉里·希克曼. 阅读杜威:为后现代做的阐释[M].徐陶,译. 北京: 北京大学出版社, 2010:34.
[49]	MATTERN M. John Dewey,art and public life[J]. The journal of politics, 1999, 61(1):54-75. doi: 10.2307/2647775
[52]	DIRK J. Demokratie als Erfahrung:John Dewey und die politische Philosophie der Gegenwart[M]. Wiesbaden:VS Verlag, 2003:47.
[53]	CARSTEN B, RALF M. Erfahrung-Wachstum-Demokratie?Bildungstheoretische Anfragen an Deweys Demokratiebegriff und dessen programmatische Rezeption[J]. Zeitschrift für Pädagogik, 2009, 55(6):837-848.
[55]	LAWRENCE J. Dennis.Dewey’s contribution to aesthetic education[J]. The journal of aesthetic education, 1968, 2(4):23-35.
[56]	[59] UHRMACHER P B. Toward a theory of aesthetic learning experiences[J]. Curriculum inquiry, 2009, 39(5):613-636. doi: 10.1111/j.1467-873X.2009.00462.x
[57]	DEWEY J. Logic:The theory of inquiry[M]//BOYDSTON J A.The collected works of John Dewey.Later Works,Vol.12. Carbondale. Southern Illinois University Press, 1983:108.
[62]	[美] SIMPSON D J, [加] JACKSON M J B, [美] AYCOCK J C. 杜威与教学的艺术[M].耿益群,译. 北京: 中国轻工业出版社, 2009:20、21.
[63]	[美] 约翰·杜威. 哲学的改造[M].胡适,唐擘黄,译. 合肥: 安徽教育出版社, 1999:116.
[64]	ENGLISH A R, DODDINGTON C. Dewey,aesthetic experience,and education for humanity[C]//FESMIRE S.The Oxford handbook of Dewey. New York: Oxford University Press, 2019:518.
[65]	ELFAND A D. A history of art education:intellectual and social currents in teaching visual arts[M]. New York: Teacher College Press, 1990:169.
[66]	DIETRICH C, KRINNINGER D, SCHUBERT V. Einführung in die Ästhetische Bildung[M]. Weinheim und Basel:Beltz Juventa, 2013:60.
[67]	DEWEY J. The activity movement[M]//BOYDSTON J A.The collected works of John Dewey.Later Works,Vol.9. Carbondale. Southern Illinois University Press, 1983:170.
[68]	彭正梅. 谁以易之:论杜威培养“4C公民”的教育哲学[J]. 华东师范大学学报(教育科学版), 2021, 39(6):27-42.