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If we took Dewey's aesthetics seriously, how would the arts be taught?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Jackson, Philip W. |
| Copyright Year | 1994 |
| Abstract | First, a few words about the title of my remarks. Its question clearly implies that those of us who are in any way responsible for teaching the arts in our schools and colleges — a category that includes not only specialists in the arts but many who teach other subjects as well, hence the word “we” — do not as a group pay sufficient attention to Dewey’s views on the subject. We do not take his aestheticsseriouslyis my preferred way of putting it, for although we may pay homage to Dewey as one of the luminaries of the field and though we may even quote him from time to time, we do not listen carefully to what he has to say, much less try to put his ideas to work in our own teaching. Even art educators have largely ignoredArt as ExperienceDewey’s sole text on the subject of aesthetics and without doubt one of his greatest works. In a recently published history of the field ([Efland 1990]) the book goes unmentioned, nor does its name appear in one of art education’s most popular textbooks ([Chapman 1978]). In two other well-known texts ([Lowenfeld and Brittain 1982], [Feldman 1970]) it receives only the briefest of references. This persistent neglect stands in need of change. For not only do art educators have much to gain from readingArt as Experience and taking its lessons to heart, we all do. |
| Starting Page | 193 |
| Ending Page | 202 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| DOI | 10.1007/BF01077678 |
| Alternate Webpage(s) | https://page-one.springer.com/pdf/preview/10.1007/BF01077678 |
| Alternate Webpage(s) | https://doi.org/10.1007/BF01077678 |
| Volume Number | 13 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
