By Per-Olof Wickman
This booklet 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 response to the writings of John Dewey and Ludwig Wittgenstein. of their spirit aesthetics is tested because it seems to be within the lives of individuals and the way it pertains to the actions during 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 ebook demonstrates that aesthetics is whatever that's consistently pointed out in technology category and that those aesthetic reports are in detail keen on studying technology. those empirical findings are on the topic of present debates concerning the relation among aesthetics and technological know-how, and approximately motivation, participation, studying and socio-cultural concerns in technology schooling. This e-book positive aspects: • an empirical demonstration of the significance and particular roles of aesthetic reports in studying technology; • a unique contribution to the present debate on the right way to comprehend motivation, participation and studying; and • a brand new method of learning studying in motion. half I sketches out the theoretical thoughts of Wickman's useful epistemology research of the elemental function of aesthetics in technology and technological know-how schooling. half II develops those thoughts via an research of using aesthetic judgments whilst scholars and lecturers are speaking in college technology periods. half III sums up the overall implications of the theoretical underpinnings and empirical findings for instructing and studying technological know-how. right here Wickman expands the findings of his examine past the collage environment to K-8 college technology, and explicates what it is going to suggest to make technological know-how schooling extra aesthetically significant. Wickman's conclusions deal to a wide volume with aesthetic adventure as person transformation and with people's customers for participation in an job corresponding to technological know-how schooling. those conclusions have importance past technology instructing and studying that are meant to be of shock to educators ordinarily. This booklet is meant for tutorial researchers, graduate scholars, and instructor educators in technological know-how schooling the world over, in addition to these attracted to aesthetics, philosophy of schooling, discourse research, socio-cultural concerns, motivation, studying and meaning-making extra in most cases.
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Additional resources for Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action (Teaching and Learning in Science Series)
Nevertheless, just as scientific results can be repeated from what is in a written report, a musical piece can be repeated over again from its score, although aesthetics is nowhere mentioned in either of these scripts. Obviously, the embrace of the objective in the written products of science does not exclude the possibility that aesthetics is needed in practicing science. Besides, it should be noticed that Gross et al. (2002) never actually examined the use of aesthetic judgments and distinctions in scientific texts.
At any rate, the latter interpretation of Dewey is the one that is adopted in this book. 12 Art should here be understood in its widest sense also including, for example, the craft of the artisan. It should be kept in mind that Dewey sought to find the continuity of experience generally. BEAUTY AND THE BEAST 19 consummatory and instrumental phases of events. Art thus represents the culminating event of nature as well as the climax of experience. In this connection the usual sharp separation made between art and science is criticized; it is argued that science as method is more basic than science as subject-matter, and that scientific inquiry is an art, at once instrumental in control and final as a pure enjoyment of mind.
But indeed, aesthetics is also communicated through silent actions like smiles and body postures and movements in relation to objects and events. Such aspects are also occasionally considered in the analyses of the video-recorded material. Langsdorf (2002), in a thorough exposition, discussed the relationship between aesthetic experience, thought, and language by making reference to Dewey: “Language fails,” Dewey wrote in his “Qualitative thought” essay, “not because thought fails but because no verbal symbols can do justice to the fullness and richness of thought” (LW 5: 250).