Abstract

Welcome, one and all, to volume 32, issue 2 of Education & Culture. I originally began assembling this issue without a specific theme in mind. Nonetheless, as you can see from the title of my remarks, one soon began to emerge. More than a few scholars have commented on an apparent shift in Dewey’s later writings that provided a counterbalance to his ardent attention to science in his early- and middle-period works—a so-called aesthetic turn. It seems to me that this move loosely parallels current initiatives in education calling for a broadening of popular curriculum focused on the STEM fields to something like STEAM, which looks to add the arts, in various forms, to...