NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1284031
Record Type: Journal
Publication Date: 2021-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
Beyond a Pragmatic Account of the Aesthetic in Science Education
Toscano, Maurizio; Quay, John
Science & Education, v30 n1 p147-163 Feb 2021
This paper argues that pragmatist philosophies and theories of science, education and art have dominated our understanding of aesthetics in science education in ways that overshadow other important and pertinent aspects of aesthetic experience. For all its strengths, a pragmatist account of science education and aesthetics remains vulnerable to a kind of instrumentalism that reduces the objects, practices and persons in science education to mere "beings": the source and subject of a reductive objectification of experience. This paper proposes a counter-balancing perspective that both respects and also adds to that offered by pragmatism. It does so with reference to Heidegger's ontological difference: the one side of which is concerned with pragmatic, scientific, reflective thinking and the other with a meditative and phenomenological way of thinking that draws out our unmediated experiences of the world. Moreover, it argues that the latter is accessible in science classrooms by approaching objects and practices as works of art.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A