Art As Experience By John Dewey The Term Paper

PAGES
3
WORDS
890
Cite
Related Topics:

¶ … Art as Experience" by John Dewey The Function of Aesthetics in John Dewey's "Art as Experience"

In the book, "Art as Experience," author John Dewey offers an alternative method through which aesthetic or esthetic theory can be discussed and thoroughly explained. In the midst of art studies dealing with the theme "art for art's sake," Dewey argues in his book how a gradual deviation from this popular maxim will provide art theorists, critics, and even artists themselves create a proper perspective in which works of art can be viewed and discussed for what they really are -- that is, products and artifacts of human culture.

Indeed, art as a functional object for human culture becomes the central theme of the "Art as Experience." The author puts much emphasis on the distinction between fine art that is 'mystified' and functional: the former is the product of the humanity's putting a large premium on the object rather than experience, while the latter puts experience as the primary factor towards its creation and the objects as a means only to an end (which, ultimately, is human expression). Art becomes a human product that is autonomous to human society, an effect of what Dewey explicates as a 'separation' "from both conditions of origin and operation in experience, a wall is built around them that renders almost opaque...

...

Art is remitted to a separate realm, where it is cut off from that association with the materials and aims of every other form of human effort, undergoing, and achievement" (3).
The preceding passage becomes the primary message that the book puts forth. In some way, Dewey offers a critical point-of-view about the process of mystification of works of art, in the same manner that critical theorist John Berger has elucidated on the process of mystification that becomes an inevitable result of the prevalence of a capitalist economic system. In Berger's thesis, works of art are elevated to a status that goes beyond human understanding and experience, a product of the process of mystification. This process makes works of art available only to those who are able to 'understand' and possess or own these man-made objects and artifacts, thus rendering it unavailable and not understandable to the very people in which this work of art was based upon and created for.

This should not be the case, the book argues. As each chapter progresses, the author develops his argument about how art is initially and primarily functional rather than pure aesthetics. For him, "[a]rt denotes a process of doing or making," and works of art are but a manifestation of human experience from a particular period in time. He further defines…

Sources Used in Documents:

Work cited

Dewey, J. (1934). "Art as experience." NY: Capricorn Books.


Cite this Document:

"Art As Experience By John Dewey The" (2005, February 15) Retrieved April 25, 2024, from
https://www.paperdue.com/essay/art-as-experience-by-john-dewey-the-61874

"Art As Experience By John Dewey The" 15 February 2005. Web.25 April. 2024. <
https://www.paperdue.com/essay/art-as-experience-by-john-dewey-the-61874>

"Art As Experience By John Dewey The", 15 February 2005, Accessed.25 April. 2024,
https://www.paperdue.com/essay/art-as-experience-by-john-dewey-the-61874

Related Documents

Progressive education can fail to build upon past frameworks of student knowledge, according to Dewey, because of its scattered syllabus, based on student whims of the moment, while a student was still gaining self-knowledge and self-mastery. Progressive education has some other inherent structural problems, such as the difficulty of evaluating and assessing the learner. If the student sets the terms of the learning process, how can the teacher evaluate whether

These group standards differed from society to society, but every social construct had them - including large societies such as countries all the way down to small societies such as family units. The idea behind the group standards was that rules were created that belonged to a group, and people who wanted to be part of that group and be accepted by that group had to follow those rules. Otherwise,

Dewey's theory of knowledge approached thought genetically, as the product of the interaction between organism and environment, and knowledge as having practical instrumentality in the guidance and control of that interaction. Dewey termed this approach "instrumentalism." Dewey provided a detailed genetic analysis of the process of inquiry is his Studies in Logical Theory, conceptualizing the process in three phases. The first phase is the problematic situation, which Dewey defines as

The latter's dark waves unify experiences of a fearsome and truly elemental ocean in the winter; of a fish's waterside flopping as simultaneously pathetic, terrifying, and heart-breaking; and one's own experiences of helplessness. But I think we should be loathe to take these differences in degree of unity as differences in kind of experience. Viewing either Collective Invention or a Necker Cube constitutes an experience, rather than simply leading

Educational Philosophy Comparison: John Dewey vs. William Bagley There have always been philosophical battles between progressive thinkers and conservative thinkers when it comes to the education of America's children. Those wars were waged in the 18th, 19th, and 20th Centuries, and educators from both sides, and some in the middle or the far left or far right, are still involved in the same philosophical scrimmages today. It's healthy though, to look

Art & Science of Nursing Since its very inception, there has been a conflict within the nursing profession about its status as to whether it is a science or an art. This is due to the fact that the profession of nursing includes within its tradition both scientific and artistic aspects. The opposition between science and art has existed from the beginning of modern nursing. Nightingale championed the view of nursing as