Taste and aesthetics in science education
2014 (English)Conference paper, Abstract (Other academic)
We present the result of more than ten years of research transforming John Dewey’s writings into operational concepts that can be used to study empirically how education influences students’ interest and learning in school. Here we report results from science education on how (1) aesthetic experience and its continuity with learning and participation can be studied in classrooms, (2) such studies can be employed to meliorate school practice, and (3) this conceptual apparatus has been employed to study the formation of taste and interest in classrooms beyond that which students accrued because of their home background. To support the theoretical basis of these studies they also draw on Ludwig Wittgenstein’s philosophical investigations into language and Pierre Bourdieu’s macro-sociological studies of French society. The validity of this perhaps surprising combination of scholars will be supported pragmatically by how their methodological and conceptual developments can be made continuous for the purpose of better coping with (1)–(3).
Place, publisher, year, edition, pages
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-112355OAI: oai:DiVA.org:su-112355DiVA: diva2:778889
4th Swedish Pragmatism Colloquium on Education, Uppsala University