By Per-Olof Wickman
This e-book examines the function of aesthetic adventure in studying technology and in technological know-how schooling from the point of view of information as motion and language use. The theoretical underpinnings are in accordance with the writings of John Dewey and Ludwig Wittgenstein. of their spirit aesthetics is tested because it seems within the lives of individuals and the way it pertains to the actions within which they're concerned. situated round an empirical research of ways scholars and their lecturers use aesthetic language and acts in the course of laboratory and box paintings, the booklet demonstrates that aesthetics is whatever that's consistently noted in technological know-how type and that those aesthetic studies are in detail enthusiastic about studying technology. those empirical findings are with regards to present debates concerning the relation among aesthetics and technology, and approximately motivation, participation, studying and socio-cultural matters in technology schooling. This e-book positive factors: • an empirical demonstration of the significance and particular roles of aesthetic studies in studying technological know-how; • a singular contribution to the present debate on easy methods to comprehend motivation, participation and studying; and • a brand new method of learning studying in motion. half I sketches out the theoretical techniques of Wickman's useful epistemology research of the basic function of aesthetics in technology and technology schooling. half II develops those options via an research of using aesthetic judgments whilst scholars and lecturers are speaking in collage technology sessions. half III sums up the final implications of the theoretical underpinnings and empirical findings for educating and studying technological know-how. right here Wickman expands the findings of his learn past the collage environment to K-8 tuition technological know-how, and explicates what it should suggest to make technology schooling extra aesthetically significant. Wickman's conclusions deal to a wide quantity with aesthetic adventure as person transformation and with people's customers for participation in an task similar to technology schooling. those conclusions have importance past technology educating and studying that are supposed to be of shock to educators commonly. This publication is meant for tutorial researchers, graduate scholars, and instructor educators in technology schooling the world over, in addition to these drawn to aesthetics, philosophy of schooling, discourse research, socio-cultural concerns, motivation, studying and meaning-making extra ordinarily.
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Extra info for Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action (Teaching and Learning in Science Series)
By adopting Dewey’s term aesthetic experience in a situated and pragmatic way, it should be clear that I am not seeking to recognize what states of mind or what external qualities different aesthetic experiences represent. When students, for instance, find an animal disgusting or cute, the question is not whether students truly conceive of the animal in this way or what characteristics of the animal they possibly could find disgusting or cute. I am not trying to find out the essence of what makes up universal aesthetic qualities to the students, as for example if symmetry is being conceived as beautiful and sliminess as disgusting.
G. through interviews or by directly observing in situ discourse), as long as we cling to the idea that these judgments can only make sense as nothing but representations of inner emotional states. How could we establish beyond doubt that the proposition about niceness corresponds to an inner emotion? 1 See Rorty (1980, 1991) for an extensive philosophical treatment and rebuttal of this notion of meaning. DISTINCTIONS AND CONTINUITY 29 One way to answer such a question beyond doubt from a mentalist perspective would perhaps be to measure some kind of neural activity in the emotional centers of the brain, to see that it is a correspondence between somebody uttering the word nice and the neural activity of appropriate emotional brain centers.
Experiences are parts of lived lives, which need social interaction and communication to be “carried to the full,” or in Dewey’s words: Experience is the result, the sign, and the reward of that interaction of organism and environment which, when it is carried to the full, is a transformation of interaction into participation and communication. (LW 10:28) Such participatory and communicative experiences of transformation apparently can have the same intensity in science as in the arts, as testified by the physicist Ilse Rosenthal-Schneider in describing the joy she experienced while working together with great scientists: The deep satisfaction found in scientific work, akin to the delight derived from genuine art, is one of the fundamental human emotions which is highly intensified by personal contact with the creative mind.