Art as Occupations: Two Neglected Roots of John Dewey's Aesthetics
Our purpose in this paper is to analyze two neglected roots of Dewey's aesthetics: his fragmentary or piecemeal aesthetics and its links with education. Bearing this in mind, we put forward a twofold hypothesis. Firstly, that there is a link between this fragmentary aesthetics and education, wh...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Argentina |
| Institución: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/212435 |
| Acceso en línea: | http://hdl.handle.net/11336/212435 |
| Access Level: | acceso embargado |
| Palabra clave: | OCCUPATIONS PRAGMATISM DEWEY BARNES FOUNDATION https://purl.org/becyt/ford/6.5 https://purl.org/becyt/ford/6 |
| Sumario: | Our purpose in this paper is to analyze two neglected roots of Dewey's aesthetics: his fragmentary or piecemeal aesthetics and its links with education. Bearing this in mind, we put forward a twofold hypothesis. Firstly, that there is a link between this fragmentary aesthetics and education, which has neither been clearly established by Dewey nor systematically examined in the literature. Secondly, that some of Dewey's educational conceptions -particularly the coherent articulation of occupations, art teaching and overcoming of the vocational-humanistic education dichotomy- are essential to a reevaluation of his aesthetics from a contemporary perspective. |
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