Description
Book SynopsisThis book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved.
Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features:
*an empirical demonstration of the importance and
Trade Review"...Wickman has written a composition that is intriguing and stimulating....Wickman's quest to intrigue others to pursue science through aesthetics has been a successful journey. The literature presented in the text was far beyond a superficial level."
—PsycCRITIQUES
Table of ContentsContents: Preface. Beauty and the Beast. Part I: The Continuity of Experience. Distinctions and Continuity. Aesthetic Experience as Practical Epistemology. Part II: Aesthetic Experience in Science Class. Setting the Scene. Normative Continuity of Aesthetic Experience. Cognitive Continuity of Aesthetic Experience. Continuity of Aesthetic Experience. Transformation of Aesthetic Experiences. The Immediacy of Aesthetic Experiences. Part III: The Role of Aesthetic Experience in Science Education. Widening the Outlook. Educational Consequences. Coda.
