John Dewey and the Role of Scientific Method in Aesthetic Experience


Authors
James Scott Johnston
Memorial University of Newfoundland
Abstract
In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived
Keywords aesthetics  art  Dewey  experience  inquiry  method  science
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DOI 10.1023/A:1014457300559
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References found in this work BETA

Art as Experience.John Dewey - 1934 - G. Allen & Unwin.
Democracy and Education.John Dewey - 1916 - Dover Publications.
Experience and Nature.John Dewey - 1958 - Les Etudes Philosophiques 15 (1):98-98.
Art as Experience.I. E. - 1934 - Journal of Philosophy 31 (10):275-276.

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Citations of this work BETA

Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.

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