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Greenwalt, Kyle A.; Nguyen, Cuong H. – Education and Culture, 2017
In this paper, we explore the degree to which the Buddhist mindfulness practice and the habits of democratic citizenship can be reconstructed in light of each other. We ask what mindfulness is, seeking to first understand it in its Buddhist context. Then we turn to the work of John Dewey in order to seek possibilities for mutual reconstruction.…
Descriptors: Aesthetics, Democratic Values, Citizenship Education, Progressive Education
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Hanes, Jay Michael; Weisman, Eleanor – Education and Culture, 2016
Two artist-educators analyzed their creative process informed by John Dewey's concepts regarding the act of expression. The essay interweaves a description of their performance piece with a discussion of conceptual processes, including intermediality and collaboration as crucial in art making, learning, and pedagogical efficacy. Both the creation…
Descriptors: Creativity, Art Expression, Self Expression, Experience
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d'Agnese, Vasco – Education and Culture, 2016
The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works--primarily "Art as Experience" and chapter nine of "Experience and Nature"--and scholarly literature devoted to the issue. Based on those…
Descriptors: Art Education, Aesthetics, Experience, Novelty (Stimulus Dimension)
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Nautiyal, Jaishikha – Education and Culture, 2016
Can everyday spaces, such as coffee shops bustling with rapid activity, promise an aesthetic experience that remains untapped and undertheorized? If so, what kinds of communicative habits make the coffee shop experience aesthetically wholesome? To this end, I engage and extend American pragmatist John Dewey's mission of recovering aesthetic…
Descriptors: Aesthetics, Emotional Experience, Physical Environment, Dining Facilities
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Uhrmacher, P. Bruce; Moroye, Christy; Conrad, Bradley – Education and Culture, 2016
The purpose of this paper is to cross-examine Dewey's ideas on religious and aesthetic experiences, and Csikszentmihalyi's theory of flow experience. To achieve this end, we offer an analytic framework for evaluating experiences: triggers, characterizations, and import. In using this framework, we not only more deeply examine these ideas of…
Descriptors: Aesthetics, Religion, Experience, Teaching Methods
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Cavanaugh, Shane – Education and Culture, 2014
Feelings of awe, wonder, and appreciation have been largely ignored in the working lives of scientists and, in turn, science education has not accurately portrayed science to students. In an effort to bring the affective qualities of science into the classroom, this work draws on the writings of the sublime by Burke, Kant, Emerson, and Wordsworth…
Descriptors: Educational Philosophy, Science Education, Aesthetics, Scientists
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Heybach, Jessica A.; Sheffield, Eric C. – Education and Culture, 2014
In this article, we first suggest that contemporary school policies and practices represent a utopia-gone-wrong. In striving for an unattainable educational utopia--that is, all students will be proficient in math and reading by 2014--current polices and their resulting practices have brought a classic dystopian turn--the dehumanization of…
Descriptors: Aesthetics, Educational Theories, Educational Experience, Educational Policy
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Pope, Nakia S. – Education and Culture, 2011
Dewey's aesthetics, expressed primarily in "Experience and Nature" and "Art as Experience", reorients aesthetics from art objects to aesthetic experience. Aesthetic experience is marked by continuity, especially the continuity between means and ends. In what follows, I will briefly outline Dewey's aesthetics with an eye toward the role of social…
Descriptors: Aesthetics, Experience, Popular Culture, Social Class
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Wojcikiewicz, Steven K. – Education and Culture, 2010
John Dewey proposes the "educative" experience as the goal of instruction. Yet, in focusing on the educative experience, Dewey may discount other sorts of learning which occur in school, and indeed in life. This piece proposes a recapitulation of Dewey's theory through Peirce's categorical system of experience, leading to three categories of…
Descriptors: Educational Philosophy, Progressive Education, Educational Practices, Academic Achievement
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Kim, Jiwon – Education and Culture, 2009
This article opens by raising a need to examine today's moral education for a new century. John Dewey insists that "arts are educative," so that "they open the door to an expansion of meaning and to an enlarged capacity to experience the world." This insight retains remarkable implications for today's moral education. Aesthetic experience is…
Descriptors: Ethical Instruction, Aesthetics, Moral Values, Values Education