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An essay on aesthetic experience
An essay on aesthetic experience
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The nature of aesthetics has puzzled many, where questions and reflections about art, beauty, and taste have intersected with our understanding of what a real art experience truly is. The notion of the aesthetic experience, an experience that differs from the everyday experiences, has been given great consideration by English art critic Clive Bell and American philosopher John Dewey since the beginning of the 20th century. Both have spent much deliberation on the distinctive character of aesthetic experience; yet have complete opposing ideas on how to go about understanding aesthetic experience’s ecosystem. Bell takes a formalist approach, as he thinks that to understand everything about a work of art, one has to only look at the work of art. …show more content…
Nevertheless, I deem Dewey’s perspective inherently compelling because he wants to place art back to the people, who are disengaged from it and allow them to understand that the experience is supposed to personally affect you on some level within your life. Dewey’s aesthetic experience expresses a relationship between the artist and active viewer, as they are now unified together, on the basis of manifesting an experience that moves from disturbance to harmony (AE., 8). Dewey’s view of the aesthetic experience is linked to our daily lives and scenes from our everyday experiences, Bell, in contrast, is a formalist who finds that acknowledging life in art hampers the significant form, thus hampering with the aesthetic experience. In essence, Dewey’s understanding of aesthetic experience lies in the fact that our art experience is interconnected with our engagement with humanity, therefore creates an aesthetic experience that allows us to see art, life, and cultures in a way that doesn’t avoid our emotions or daily
This book was also one of my first encounters with an important truth of art: that your work is powerful not because you convey a new emotion to the audience, but because you tap into an emotion the audience already feels but can't express.
Webster’s dictionary defines style as a particular or distinctive fashion, form or manner. This leaves much unsaid in context to the world of writing. Everyone looks at style differently because everyone has their own interpretation of what it is. The Elements of Style and Grace and Style Toward Clarity and Grace are two different books. Though these books have many differences, a lot of the ideas are the same; they are just written in different styles. I do not believe either one to be overly better than the other. They were both written at different times with different objectives in mind, and you have to take that for what it is worth.
Dewey, J. Art and Education: A Collection of Essays. Pennsylvania, The Barnes Foundation Press, 1954.
Dewey’s philosophy of pragmatism and his creation of progression education, simply emphasize the need to learn by doing (Rivera-Castro). His idea that children learn best by doing and exploring the environment around them plays well into Greene’s idea of being wide-awake and allowing teachers and students to create
Though people can look into color and composition, others can still even look into the source of the art itself. Cole goes deeper, delving into the source of the art, looking in particular into the idea of cultural appropriation and the view a person can give others. Though it is good for people to be exposed to different opinions of a group or an object, sometimes people can find it difficult to tell the difference between the reality and the art itself. Sometimes art can be so powerful that its message stays and impacts its audience to the point where the viewer’s image of the subject of the art changes entirely. Cole brings up an important question about art, however. Art has become some kind of media for spreading awareness and even wisdom at times, but in reality, “there is also the question of what the photograph is for, what role it plays within the economic circulation of images” (973). Cole might even be implying that Nussbaum’s advertisement can sometimes be the point of some media, and that sometimes the different genres of art can just be to make someone with a particular interest happy. One more point that Cole makes is that “[a]rt is always difficult, but it is especially difficult when it comes to telling other people’s stories.” (974) Truthfully, awareness and other like-concepts are difficult to keep going when a person or a group is not directly involved.
Mr. Berger states in his essay, “The reciprocal nature of vision is more fundamental than that of a spoken dialogue. And often dialogue is an attempt to verbalize this- an attempt to explain how, either metaphorically or literally, “you see things” (120). This statement is a use of the rhetorical strategy, ethos, which is what Mr. Berger uses to gain influence and trust with the academic audience that he is intending to instill new knowledge in. This is a strong use of ethos that leads into how art is viewed so
Although he prescribed no particular set plan to attain his ideal, he seemed to believe that the fostering of aesthetic culture was next phase in the evolution of civilization and of mankind. The aesthetic path must be taken, he said, because it is through beauty that, man makes his way to freedom. Despite his lack of definite definitions, inconsistencies and unclear goal "On the Aesthetic Education of Man" is a brilliant piece that is just as confusing as all philosophies but written as beautifully as any great piece of literature.
John Dewey’s work on the topic of educational experience was initiated in 1896 at the University of Chicago where he began the University Laboratory School, which was later to become the ‘Dewey School’. Here, over the course of the next forty years, Dewey experimented and researched his conception of education as experience. A final consolidation or summary of this work finally found its capital expression in his book ‘Experience and Education’ in 1938. The legacy of Dewey’s philosophy is far reaching, pervading so much of educational theory particularly in the West, and continues to aid us in designing innovative educational approaches and programs today. Given its pre-eminence, the intention here is to identify and reflect on some of themes presented in this book and to suggest how these ideas might inform my personal development of teacher identity.
In Confronting Images, Didi-Huberman considers disadvantages he sees in the academic approach of art history, and offers an alternative method for engaging art. His approach concentrates on that which is ‘visual’ long before coming to conclusive knowledge. Drawing support from the field of psycho analytics (Lacan, Freud, and Kant and Panofsky), Didi-Huberman argues that viewers connect with art through what he might describe as an instance of receptivity, as opposed to a linear, step-by-step analytical process. He underscores the perceptive mode of engaging the imagery of a painting or other work of art, which he argues comes before any rational ‘knowing’, thinking, or discerning. In other words, Didi-Huberman believes one’s mind ‘sees’ well before realizing and processing the object being looked at, let alone before understanding it. Well before the observer can gain any useful insights by scrutinizing and decoding what she sees, she is absorbed by the work of art in an irrational and unpredictable way. What Didi-Huberman is s...
Dewey wrote that “the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting” (SSCC, 15). The conditions wanting were democracy, rational judgment conducive of the scientific method, and a conception of experience that recognizes the continuous nature of ends as means of further action.
Goldblatt, and Brown. Aesthetics: A Reader in Philosophy of the Arts, Upper Saddle Ridge, NJ: Prentice Hall, 1997.
Experience and Education portrays John Dewey’s critical analysis of the traditional and progressive education system. He believed that people, no matter their age, did not have an empty mind, waiting to be filled with the knowledge schools offered. Alternatively, he pushed a method of learning where students organized information based on facts by expanding on previous knowledge; such a situation implies that teachers must create an environment as to foster such an experience. Thus, the challenge they face was due to a lack of a strong philosophy of experience in their approach to education.
Philosophies of Art and Beauty Edited by Hofstadter and Kuhns, (Chicago: University of Chicago press, 1976) chapters one and two for an overview of the aesthetics of Plato and Aristotle.
John Dewey was one of the most influential American philosopher born in Vermont in 1859. He graduated from the University of Vermont and eventually got his Ph.D. and went on to teaching at other universities. In his book Experience and Education he talks about traditional education, the theory of experience, criteria of experience, social control, the nature of freedom, the meaning of purpose, progressive organization, and at the end he raps it up with the means and goals of education. Dewey was a well-known philosopher and his ideas travel all around during the early 20th century. He had two main principles; the principle of continuity and the principle of interaction that led to what he believed was the proper way to educated students.
... to the correct abilities, if there’s an end to it. The brillo Box can be used for Dewey as something to have significant purpose in its shapes, color and purpose. All of those factors should be concluded when looking at artwork. Aesthetic value involves emotions, the emotions are what trigger the senses to admire something, and something cannot be of great beauty or describe someone’s idea without showing emotions. Art has to be detailed, described and appreciated, not just looked at without a purpose. Art denoted a process of making or making, the purpose of art was to be able to see things in another limelight. To Danto art is done with, all the things that mattered to it does not matter any longer. Dewey believes that as long as we’re re all humans and functioning and having experiences and emotions, we are very much capable of having a meaningful experience.