By Per-Olof Wickman
This e-book examines the function of aesthetic adventure in studying technological know-how and in technological know-how schooling from the viewpoint of data 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 appears to be like within the lives of individuals and the way it pertains to the actions during which they're concerned. established round an empirical research of the way scholars and their academics use aesthetic language and acts in the course of laboratory and box paintings, the e-book demonstrates that aesthetics is anything that's continually noted in technological know-how type and that those aesthetic reviews are in detail enthusiastic about 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 stories in studying technological know-how; • a unique contribution to the present debate on tips on how to comprehend motivation, participation and studying; and • a brand new technique of learning studying in motion. half I sketches out the theoretical options of Wickman's functional epistemology research of the basic function of aesthetics in technological know-how and technology schooling. half II develops those strategies via an research of using aesthetic judgments whilst scholars and academics are speaking in collage technological know-how periods. half III sums up the overall implications of the theoretical underpinnings and empirical findings for educating and studying technological know-how. right here Wickman expands the findings of his examine past the college environment to K-8 university technological know-how, and explicates what it's going to 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 clients for participation in an job similar to technological know-how schooling. those conclusions have value past technology educating and studying that are meant to be of outrage to educators regularly. This booklet is meant for academic researchers, graduate scholars, and instructor educators in technological know-how schooling across the world, in addition to these drawn to aesthetics, philosophy of schooling, discourse research, socio-cultural matters, motivation, studying and meaning-making extra typically.
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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)
In this book I focus on aesthetic experience from a Deweyan perspective, and examine aesthetic experiences—positive as well as negative—as they appear as part of practice and the life in the classroom and in the field when learning science at the university. I especially focus on aesthetic judgments and on language use. In examining aesthetic judgments I follow not only in the footsteps of Kant, but even more so in those of Wittgenstein (1966), by examining how students and teachers use words related to beautiful/ugly and to pleasure/displeasure,14 and the role that discourse involving such words plays in learning, particularly in learning science.
One such distinction that permeates much of the educational discourse related to aesthetics is the fact/value dichotomy. This binary distinction has old roots in philosophy, but in modern times it has especially been administered by analytic philosophy and cognitive psychology. According to these schools of thought, an observer can normally check the truth and factual nature of a statement like “this is white,” whereas such confirmation is not possible for aesthetic judgments, which according to their view is nothing but values.
Moreover, Shusterman showed how Rorty’s distinction between the private and the public could easily separate autonomy from participation in the community. The separation of the private and the public also risks separating autonomy and 7 Rorty (1989, p. ” However, just a few pages later (p. 16) he put forth a theory of language that was altogether mechanistic and causal, separated from peoples lives, experiences at large, and purposeful strivings. Strangely enough, he supported this stance by reference to Wittgenstein (Rorty, 1989, p.
Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action (Teaching and Learning in Science Series) by Per-Olof Wickman