Taste as Science, Aesthetic Experience and Inquiry

Erik Fooladi

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Chapter 15 Taste as Science, Aesthetic Experience and Inquiry

于Why Science and Art Creativities Matter

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Erik Fooladi

Erik Fooladi
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类型:: 章节

Page Range:: 358–380

DOI:: https://doi.org/10.1163/9789004421585_020

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Abstract

This chapter explores STEAM from a transdisciplinary perspective where sense/ory experiences are made explicit in the process of teaching and learning. In dialogue with John Dewey’s last complete work, Art as Experience, possibilities of engaging a wider array of sensuous perceptions in the interface between sciences and arts are explored. Two innovative teaching activities are described and discussed where taste (ambiguity intended) and acts of tasting play key roles. Theory and research-based knowledge is sought put to work, thus shedding light on possibilities and challenges for teaching of, and through, inquiry in the interface between subject domains with distinct practices and epistemologies. Through rich descriptions, looking closely and paying attention to details and specifics, simplistic and overly optimistic descriptions of STEAM initiatives are sought avoided. Departure is taken from some major challenges in science and STEM education, ultimately seeking to open a space where some challenges in arts education may also be met. Finally, challenges, frictions and the possible transformative power of such integration for the respective subjects is discussed.

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Why Science and Art Creativities Matter

(Re-)Configuring STEAM for Future-Making Education

丛编： Critical Issues in the Future of Learning and Teaching, 卷： 18

Cover Why Science and Art Creativities Matter

ISBN:: 9789004421585

出版社:: Brill

印刷出版日期:: 23 Dec 2019

Subjects
- Education

Front Matter

Acknowledgement

Figures and Tables

Notes on Contributors

Prelude (Re-)Configuring STEAM in Future-Making Education

Part 1 Positioning STEAM in Future-Making Education

Introduction to Part 1

Chapter 1 Where Science Ends, Art Begins?

Chapter 2 Becoming Bird

Chapter 3 Posthuman De/Colonising Teacher Education in South Africa

Chapter 4 Between Will and Wildness in STEAM Education

Part 2 Why Does Science Matter?

Introduction to Part 2

Chapter 5 Developing an Ecological View through STEAM Pedagogies in Science Education

Chapter 6 Listening in Science Education

Chapter 7 Science-Arts as Verbs

Part 3 Why Do the Arts Matter?

Introduction to Part 3

Chapter 8 Reconfiguring STEAM through Material Enactments of Mathematics and Arts

Chapter 9 STEAM Education, Art/Science and Quiet Activism

Chapter 10 Embracing the Serpent

Chapter 11 Linking the Missing Links

Part 4 STEAM Reconfigurings in Practice

Introduction to Part 4

Chapter 12 Creative Pedagogy and Environmental Responsibility

Chapter 13 Learning Mathematical Concepts as a Whole-Body Experience

Chapter 14 STEM to STEAM as an Approach to Human Development

Chapter 15 Taste as Science, Aesthetic Experience and Inquiry

Chapter 16 On Sensorial Experiences at the Beach

Chapter 17 On Methodological Accounts of Improvisation and “Making with” in Science and Music

Postlude Un-Conclusions

Epilogue What Knowledge Do We Need for Future-Making Education?

Back Matter

Index

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Chapter 15 Taste as Science, Aesthetic Experience and Inquiry

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Why Science and Art Creativities Matter

(Re-)Configuring STEAM for Future-Making Education

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