Article
ID: CBB439640090

Beyond a Pragmatic Account of the Aesthetic in Science Education (2021)

unapi
Phenomenology Pragmatism; instrumentalism Science and art Teaching; pedagogy Science education and teaching Aesthetics

This paper argues that pragmatist philosophies and theories of science, education and art have dominated our understanding of aesthetics in science education in ways that overshadow other important and pertinent aspects of aesthetic experience. For all its strengths, a pragmatist account of science education and aesthetics remains vulnerable to a kind of instrumentalism that reduces the objects, practices and persons in science education to mere beings: the source and subject of a reductive objectification of experience. This paper proposes a counter-balancing perspective that both respects and also adds to that offered by pragmatism. It does so with reference to Heidegger’s ontological difference: the one side of which is concerned with pragmatic, scientific, reflective thinking and the other with a meditative and phenomenological way of thinking that draws out our unmediated experiences of the world. Moreover, it argues that the latter is accessible in science classrooms by approaching objects and practices as works of art.

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Citation URI
https://data.isiscb.org/isis/citation/CBB439640090/

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Authors & Contributors
Wittingslow, Ryan
Vollgraff, Matthew H.
Emundts, Dina
Max Ryynänen
Kaag, John J.
Forrester, Stefan
Journals
Science and Education
British Journal for the History of Philosophy
Globe Studies: The Journal of the International Coronelli Society
Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics
Social Studies of Science
Osiris: A Research Journal Devoted to the History of Science and Its Cultural Influences
Publishers
University of North Carolina at Chapel Hill
Kluwer
Ediciones Polifemo
University of California, Santa Cruz
Taylor & Francis
Princeton University
Concepts
Aesthetics
Science and art
Visual representation; visual communication
Teaching; pedagogy
Philosophy
Science education and teaching
People
Kant, Immanuel
Schiller, Friedrich von
Max Ryynänen
Leonardo da Vinci
Hegel, Georg Wilhelm Friedrich
Haeckel, Ernst
Time Periods
18th century
19th century
20th century, early
Renaissance
20th century, late
20th century
Places
Germany
Americas
United States
Spain
Europe
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