Arte, educazione ed esperienza in John Dewey. Ribaltando il rapporto fra dimensione estetica e teoretica in pedagogia
DOI:
https://doi.org/10.6092/issn.1970-2221/15531Parole chiave:
Dewey, arte, educazione, assolutamente inatteso, esperienzaAbstract
Lo scopo di questo lavoro è discutere il ruolo dell’educazione e dell’arte nel pensiero deweyano. La tesi di fondo che proverò a sostenere è che l’opera del pedagogista e filosofo statunitense consente di sfidare, in pedagogia, il primato della dimensione teoretica su quella estetica. A tale scopo verrà presa in esame l’opera di John Dewey, a partire da Come pensiamo fino a Logica. Teoria dell’indagine e la letteratura critica - soprattutto quella di matrice statunitense - che insiste sul tema. Basandomi su queste fonti spero di mostrare come Dewey concepì tanto l’educazione quanto l’arte come il fondamento ed i mezzi primari attraverso i quali ampliare, intensificare e approfondire l’esperienza. L’umana ricerca di unità e significato, unitamente alla generazione dell’assolutamente inedito furono tematizzate da Dewey a partire, contemporaneamente, dall’educazione e dall’arte.
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