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By Per-Olof Wickman

This e-book examines the function of aesthetic event in studying technological know-how and in technological know-how schooling from the viewpoint of data as motion and language use. The theoretical underpinnings are according to the writings of John Dewey and Ludwig Wittgenstein. of their spirit aesthetics is tested because it appears to be like within the lives of individuals and the way it pertains to the actions during which they're concerned. founded round an empirical research of ways scholars and their lecturers use aesthetic language and acts in the course of laboratory and box paintings, the ebook demonstrates that aesthetics is anything that's continuously noted in technology type and that those aesthetic reports are in detail excited by studying technology. those empirical findings are with regards to present debates concerning the relation among aesthetics and technology, and approximately motivation, participation, studying and socio-cultural matters in technological know-how schooling. This publication positive aspects: • an empirical demonstration of the significance and particular roles of aesthetic stories in studying technological know-how; • a unique contribution to the present debate on how one can comprehend motivation, participation and studying; and • a brand new technique of learning studying in motion. half I sketches out the theoretical ideas of Wickman's sensible epistemology research of the basic position of aesthetics in technology and technological know-how schooling. half II develops those suggestions via an research of using aesthetic judgments whilst scholars and academics are conversing in collage technological know-how periods. half III sums up the final implications of the theoretical underpinnings and empirical findings for educating and studying technological know-how. right here Wickman expands the findings of his learn past the collage environment to K-8 tuition technology, and explicates what it'll suggest to make technology schooling extra aesthetically significant. Wickman's conclusions deal to a wide volume with aesthetic event as person transformation and with people's clients for participation in an job akin to technological know-how schooling. those conclusions have value past technology instructing and studying that are supposed to be of shock to educators regularly. This ebook is meant for tutorial researchers, graduate scholars, and instructor educators in technology schooling across the world, in addition to these drawn to aesthetics, philosophy of schooling, discourse research, socio-cultural matters, motivation, studying and meaning-making extra regularly.

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Extra resources for Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action (Teaching and Learning in Science Series)

Example text

They do not encompass aesthetic experience or aesthetic judgment. BEAUTY AND THE BEAST 17 aesthetics from knowing and specifically scientific knowledge. As has been shown, aesthetic judgments are used in communicating science and in participating successfully in science. For instance, the distinction between “important” and “interesting” was one of the things that guided Feynman to a Nobel Prize. To Shusterman’s apposite critique, I would like to add that these antinomies separate science and science education from aesthetic self-creation, making it a mystery why people at all can become engaged with science, if it completely lacks any connections with what can become beautiful and joyful in life.

This comes with the human predicament. In this study I mainly focus on aesthetic language use as found in speech, as most of my material consists of sound recordings. But indeed, aesthetics is also communicated through silent actions like smiles and body postures and movements in relation to objects and events. Such aspects are also occasionally considered in the analyses of the video-recorded material. Langsdorf (2002), in a thorough exposition, discussed the relationship between aesthetic experience, thought, and language by making reference to Dewey: “Language fails,” Dewey wrote in his “Qualitative thought” essay, “not because thought fails but because no verbal symbols can do justice to the fullness and richness of thought” (LW 5: 250).

I try to demonstrate that this transactional and holistic approach is a most useful one if we better want to know the role aesthetic experiences play in science education. The choice here to study aesthetic experience and not merely emotions is hence a way to make it possible to study the continuity of what we usually refer to as the inner emotional world to that of the outer one. In doing this, one or the other could not be described beforehand as more real. Demonstrating the factual existence of the corresponding inner representations of aesthetic judgments is not an issue in the analyses of the role of aesthetic experiences made in this book.

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