Arte, educazione ed esperienza in John Dewey. Ribaltando il rapporto fra dimensione estetica e teoretica in pedagogia

Vasco d'Agnese

doi:10.6092/issn.1970-2221/15531

Authors

Vasco d'Agnese Università della Campania Luigi Vanvitelli

Vasco d'Agnese è Professore Ordinario di Pedagogia generale e sociale presso il Dipartimento di Psicologia dell'Università degli Studi della Campania Luigi Vanvitelli, dove insegna Filosofia dell'educazione. I suoi interessi di ricerca riguardano la filosofia e teoria dell'educazione, Heidegger, Dewey, le politiche educative internazionali. Fra le sue pubblicazioni si ricordano: “Educating by slogans: Rhetoric and dominion in edu-cational neoliberalism”. Policy Futures in Education, early view, (2022). DOI: https://doi.org/10.1177/14782103221093844; “Action, Freedom, and Education: Refugees and a ‘New Beginning’”. Educational Theory, 70.4 (2020), pp.421-444. https://doi.org/10.1111/edth.421-444.12440.

DOI:

https://doi.org/10.6092/issn.1970-2221/15531

Keywords:

Dewey, art, education, newness, experience

Abstract

The aim of this paper is to discuss the role of education and art in Deweyan thought, making a case for the overturning of the hierarchy between the theoretical and aesthetic dimension in educational theory. I shall pursue my attempt by drawing extensively from both Deweyan oeuvre and scholarly literature devoted to the issue. Based on those precedents, I wish to argue that Dewey conceived of both education and art as the very basis on which to deepen, intensify and enlarge experience. Moreover: the terrain where humans’ search for meaning and unity finds its fulfillment while bringing newness to the fore may be found exactly in education and art. Such an understanding comes to overturn the long-standing hierarchy between theoretical thinking, on the one hand, and aesthetic and ethics, on the other.

References

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Experience, art and education in John Dewey. Overturning the relationship between aesthetic and theoretical dimension in education

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