Eco-Aesthetic Experiences: A Deweyan Framework for Ecological Aims in Schools

Christy McConnell Moroye; P. Bruce Uhrmacher

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Chapter 15 Eco-Aesthetic Experiences

A Deweyan Framework for Ecological Aims in Schools

In: Imagining Dewey

Authors:

Christy McConnell Moroye

Christy McConnell Moroye
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P. Bruce Uhrmacher

P. Bruce Uhrmacher
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Type:: Chapter

Pages:: 263–276

DOI:: https://doi.org/10.1163/9789004438064_016

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Abstract

As curricularists we utilized Dewey’s aesthetic ideas, especially those in Art as Experience, with the practical aim of improving educational experiences for teachers and students. Towards this aim of improvement, we devised a theory we refer to as perceptual teaching and learning, or, CRISPA: connections, risk-taking, imagination, sensorial experiences, perceptivity, and active engagement. When teachers utilize these elements in their work, they create the possibility for students to have aesthetic learning experiences.

Attention to aesthetic experience in nature has import for individual enjoyment and understanding of the natural world, as well as for environmental stewardship on a global level. As Chawla and Derr (2012) have argued, the role of direct experience in nature is important for our development of ecological psychology. Experiences that encourage joint attention help children understand the significance of noticing. We move their argument forward to suggest that aesthetic experiences in nature not only help children see what is important to notice, but also that they enjoy the act of noticing in itself.

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Imagining Dewey

Artful Works and Dialogue about Art as Experience

Series: Doing Arts Thinking: Arts Practice, Research and Education, Volume: 8

E-Book ISBN:: 9789004438064

Publisher:: Brill

Print Publication Date:: 27 Oct 2020

Subjects

Front Matter

Foreword

List of Figures

Notes on Contributors

Introduction

Part 1 Art Is/Is Not Experience

Chapter 1 Art as Experience, Experience as Art

Chapter 2 Travels through China in the Dewey and Barnes Letters

Chapter 3 Art Is (Not) Experience

Part 2 Performance & Happenings

Chapter 4 The Aesthetics of Rehearsal

Chapter 5 Building Experience

Chapter 6 Collapsing Life and Art

Chapter 7 The Artworks of Women

Part 3 Encounters & Relationships

Chapter 8 Dewey’s Art as Experience

Chapter 9 Images of Injustice

Chapter 10 Illumination

Part 4 Dissonance & Reflection

Chapter 11 Experiencing Art and Social Science

Chapter 12 Aesthetic Experiences and Dewey’s Descendants

Chapter 13 “Art Is More Moral than Moralities”

Chapter 14 Father Catich and the Clean-Cut Christs

Part 5 Time, Space, & Nature

Chapter 15 Eco-Aesthetic Experiences

Chapter 16 Temporality and Spatiality in Artwork

Chapter 17 Articulation from an Aesthetic Environment

Chapter 18 Aesthetic Experiences of Making with Paper

Part 6 Transformation & the Work of Art

Chapter 19 Sincerity in the Work of Art

Chapter 20 Practicing the New School

Chapter 21 Arts Based Educational Research and Social Transformation

Chapter 22 Imagination, Inquiry, and Voice

Back Matter

Index

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Chapter 15 Eco-Aesthetic Experiences

A Deweyan Framework for Ecological Aims in Schools

Abstract

Citation Info

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Imagining Dewey

Artful Works and Dialogue about Art as Experience

Table of Contents

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