Instrumentalism and the clichés of aesthetic education: A Deweyan corrective

Education and Culture 24 (1):pp. 6-19 (2008)

When we defend aesthetic education in instrumental terms or rely on clichés of creativity and imagination, we win at best a pyrrhic victory. To make a lasting place for the arts in education, we must critique the transmission model of education and the instrumentalist view of life that undergirds it. To help us perceive anew the nature and value of the aesthetic, I explore John Dewey's distinction between recognition and perception. Through a series of examples drawn from painting and poetry, I embody Dewey's theory and describe a number of artistic strategies for interrupting recognition and cultivating perception.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1353/eac.0.0020
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 44,419
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

Add more citations

Similar books and articles


Added to PP index

Total views
32 ( #272,359 of 2,272,225 )

Recent downloads (6 months)
6 ( #204,725 of 2,272,225 )

How can I increase my downloads?


My notes

Sign in to use this feature