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The Formative Role of Art: John Dewey’s Art as Quotidian Experience
Mei-Hsin Chen
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DOI:10.17265/2159-5836/2017.12.010
University of Navarra, Pamplona, Spain
The present manuscript aims to examine the impact of art on the cultivation of personality and sensitivity. The author suggests that education in art contributes to evolving sensibility towards the surrounding world. The artistic knowledge or attitude helps us perceive and feel the quotidian with affection, imagination, and creativity. It functions as a complement to a rational understanding of reality. This paper retakes Aristotelian category of poiesis, considering it a creative act and delves into John Dewey’s view of relations between education and art. Dewey finds in the aesthetic-artistic experience of the quotidian a way to engage with the other and to treat life as something with deep aesthetic sense. The discussion shown in this article follows four main threads under the scope of the Deweynian notion of art as experience. They are the education for art, education by art, education in art, and the creative act of the quotidian.
art education, art as experience, art as action, John Dewey, poiesis of the quotidian
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