¶ … 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...
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,
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
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
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
Bauhaus After World War I, the nation state of Germany under the direction of architect Walter Gropius created a "consulting art center for industry and the trades" (Bayer 12). Called Bauhaus, "house for building," the school combined the role of artisans and craftspeople and included everything from architecture to theater to typography. When the school was forced to close during the Nazi regime in 1932, many of its artists moved to
Democracy, Multiple Intelligence, Art Project Site and Participants The project that this research is based on took place at Pantera Elementary School in Diamond Bar, California. The school population comprises approximately 200 students and twelve teachers. The ethnic make-up of Pantera is as follows: 36.8% Asian, 19.8% Hispanic, 35.9% White, 2.9% Filipino,.5% Pacific Islander and.4% American Indian/Alaskan. Neighborhoods within Pantera's boundaries are middle- and upper-middle class, with some new, upscale housing. Pantera
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