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John Dewey and the Role of Scientific Method in Aesthetic Experience
Studies in Philosophy and Education 21 (1):1-15 (2002)
Abstract
In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceivedAuthor's Profile
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Citations of this work
Imagination and Judgment in John Dewey's Philosophy: Intelligent transactions in a democratic context.Thomas Aastrup Rømer - 2012 - Educational Philosophy and Theory 44 (2):133-150.
The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2017 - Journal of Philosophy of Education 51 (1):73-88.
Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2015 - Studies in Philosophy and Education 35 (2):195-214.
The Creative Moment of Scientific Apprehension.Mark Dietrich Tschaepe - 2013 - European Journal of Pragmatism and American Philosophy 5 (1).
Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2012 - Studies in Philosophy and Education 32 (4):361-377.
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