John Dewey defines expression as an “urge from within outwards,” which must be “clarified and ordered by taking into itself the values of prior experiences.” (Dewey, p.64) Those values are elicited through objects of the environment that offer resistance to the direct discharge of emotion and impulse.”(Dewey, p64) He further says that to express is to “stay by, to carry forward in development, to work out to completion.” (Dewey, p.64) Expression, as defined by Dewey, is differentiated from “impulsion” or an “outburst” by the element of prior experience. He illustrates this in his example of the cries of a new born baby (Dewey, p.65). They are not, according to Dewey, an act of expression but merely outbursts due to their lack prior experience. Once the baby has matured enough then they are capable of the art of expression through their cry. Since they have now been able to recall that when they cry they get attention, they can then “express” that they need attention by …show more content…
For there to be expression, esthetic expression, there has to be a balance, or harmony, between the internal urge that is within and the rhythmic, controlled process by which it is released, or else it too is no more than an outburst. There has to be a balance between the two it impedes esthetic expression. Dewey likens this concept to a volcano erupting. If there is too much environmental “resistance” it may cause the volcano to through rocks forcefully into the air; however, when there is a balance in the “urge” from within and the “resistance” that is exerted in its discharge the difference may be seen where the rock has been allowed, by an orderly and balanced process, to be re-created as lava that flows from the volcano rather than being an uncontrolled, sporadic
High school is the stepping stone between childhood and the real world. John Dewey spent most of his life striving to improve this transition. He believed high schools were not preparing students for the needs of society by merely teaching the basics, such as reading, writing, and arithmetic. Dewey argued that high schools “must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.” This type of education would create socially-responsible citizens who have the ability to work together and solve societal issues; in turn, America’s democratic society would flourish. With this said, high schools continue to ignore Dewey’s suggestions,
An institution that is large has a group of individuals or situations that shapes what it becomes. Without a doubt the American education system has had multiple examples that have shaped what it is today. There have been individuals that have placed emphasis such as Mann that brought the common school concept to light. In addition, there were landmark court cases that allowed minorities to also receive equal educations. Furthermore, there has been strong political influence over the years of American education development. This paper will focus on the importance of Horace Mann, John Dewey, the Science and Math Education Movement, and the No Child Left Behind Act.
Education and happiness are like a peanut butter and jelly sandwich. Both peanut butter and jelly are necessary to make a sandwich. The same goes with education and happiness, both are needed to make up personal standards. These traits relate to the two essays “Education and Morality” and “If You’re Happy and You Know It”. In the essay, “Education and Morality” the author, John Dewy talks about how the moral issues involved in education were always evident in the experience of those who had achieved an education. In “If You’re Happy and You Know it”, Kwame Anthony Appiah explains the standards or morals that people might set for themselves to aim for happiness. Both Appiah and Dewey’s ideas help make up the concept that education and happiness
John Dewey dedicated his life to improving the education system through his philosophical beliefs. Some of these beliefs include freedom of the mind and strong bonds between students and teachers. He believed that high schools did not prepare students for the real world by simply teaching the fundamentals of learning: reading, writing, and arithmetic; instead, teachers must prepare students for real-life situations. Dewey suggested that in order for students to perform to the best of their ability they should be exposed to an environment that resembles the real world. These goals should be taught in a democratic environment in which the teachers and students should have equal voices. Also, the needs of the child should be placed above anything else. Through an interdisciplinary curriculum, students could explore their environments through a curriculum that focuses on connecting multiple subjects and choosing their own paths. Unfortunately, high schools do not acknowledge Dewey’s ideals, which often results in students becoming useless members in society, receiving jobs that only have pecuniary benefit.
Hess, U., & Thibault, P. (2009). Darwin and Emotion Expression. American Psychologist, 2, 120-124. doi:10.1037/a0013386
John Dewey and Freidrich Hayek both give compelling accounts of what they view as “free” political association. Hayek gives an account of a state where liberal principles are used and freedom is freedom from the coercion of others; while in contrast Dewey gives an account of a society where both liberal and democratic principles are used and where freedom is much more complex. The difference in the views of Hayek and Dewey on what they perceive to be a free society stems from difference’s they have on liberalism and democracy, freedom, and on the way a “free state” is created. Dewey offers a much more compelling view with his argument that liberalism and democracy cannot be separated, his view of freedom being much more diverse, and his rejection of spontaneous order. This allows for greater interpretation and creates a grey, middle ground that Hayek’s view does not.
Carl Roger’s article “Empathetic: An Underappreciated Way of Being,” examines the rhetoric of emotions. On the surface level, rhetoric is simply persuasion, thus implying some degree of written or verbal communication. In reality, however, this is equally apparent in non-verbal situations because body language and tone creates an unspoken language that is potentially more powerful than the written and spoken word. Therefore, being empathetic towards others helps understand the underlying meaning behind their words. By “locat[ing] power in the person, not the expert,” the listener is able to understand others’ as they see themselves (Rogers 104). Furthermore, Rogers notes that frequently, the most powerful dialogue is within the unspoken word. He encourages others to listen for feelings rather than just for
Thomas Jefferson was the 3rd president of the Unites States of America. He ran for 8 years as president. He was known as the president who was selected to draft the Declaration of Independence at 33 years of age. Thomas Jefferson was one of the most brilliant in the history. Hi is remembered as a hero in the United States.
It appears to me that pictures have been over-valued; held up by a blind admiration as ideal things, and almost as standards by which nature is to be judged rather than the reverse; and this false estimate has been sanctioned by the extravagant epithets that have been applied to painters, and "the divine," "the inspired," and so forth. Yet in reality, what are the most sublime productions of the pencil but selections of some of the forms of nature, and copies of a few of her evanescent effects, and this is the result, not of inspiration, but of long and patient study, under the instruction of much good sense…
Now we often say that music is "expressive," or that a performer plays with great expression, but what exactly do we mean? There are at least two things one may be saying. First, one may be praising a performer for their musical sensitivity, that he or she has a keen sense of just how a passage is supposed to be played. Such praise is often couched in terms of the performer's "musicality" (in statements that border on the oxymoronic, as when one says that a performer plays the music very musically). Such praise may also be couched in terms of expression--i.e., that a performer plays "expressively." I have little to say about these attributions, save that they are often linked to the second thing one often means when speaking of the music or a performance being expressive: an expressive piece or performance is one that recognizably embodies a particular emotion, and indeed may cause a sympathetic emotional response in the listener. Thus if one plays "expressively," this means that the music's particular emotional qualities--its sadness, gaiety, exuberance, and so forth, are amply conveyed by the performer.
Postman says that if education is to survive, it must have an end. In this essay, we will discuss what these ends are, and how they compare with the “ends” of John Dewey. Dewey believes that it is the very nature of life is to strive to continue being alive, and that education is the most important way to achieve that. Postman says that the learning process should never really ever end. These two educational philosophers, when you examine them, actually have similar theories.
I can now keep in mind that face expressions and body movements along with the projection of voice should be considered while acting. All these features play an important role in the development of an actor. I know understand that if words are not present I can still have a performance take place. By creating distinct face expressions the person performing can make his or her self-clear. If we think of facial expression we can easily depict different emotions a person is going through. For example, when a person has a frown on their face we instantly know they are sad or that is something is bothering them. This was something Chaikin wanted us to grasp. He wanted us to understand that emotions can be developed without the use of actual words. A person’s tone can help the character be classified too but is not
Thus it enables a state of being that is in the moment (it is present). The aesthetical (in terms of material aspects) of the body are also something that is a definite variable. When the body undergoes ‘embodiment’ it is the process of the locus, culture, traditions, biological traits of the body (sex, race) that plays a role in the construction of this experience (which happens on a daily basis) and at the same time simultaneously confines it (2009:3). ‘Embodiment’ is forever shifting and growing; as one’s experiences are continuously happening and thus making it a highly subjective experience as well (2009: 4). This process then allows the body to become something that is more than just a biological construct; it allows the body to become something that is able to express itself unto other beings in both words (the patterns developed when one is speaking and the language styles that one has been influenced to use) and non-verbal communication (the shape and form the body takes when moving in space or even sitting or standing still in a space drawn from experienced emotions and the person’s historical, social and political background). Therefore it is suggested that ‘embodiment’ is something that is a network of interlinked signs showing past experiences and continuously reshaping and forming to show new signs based on new experience (Thapan 2009:
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.
It can create a bias in the evaluation of art, but can also add meaning. In the first instance, a picture drawn by a child of her family, scribbled with crayons on construction paper, would not be called fine art objectively. However, the child’s mother knows the intention of the girl, is aware of the home environment, and can gain enjoyment, if not from the art then from the mindset of the girl who produced the art. Personal background with art relates to John Dewey’s explanation of how art ought to be understood. In his discussion of Art as Experience, Dewey maintains that “to grasp the sources of esthetic experience it is . . . necessary to have recourse to animal life” (10). At a physical level, it is important to understand the environment, surroundings, and motivations in order to fully understand the meaning of a work. Even though the physical art is not a masterpiece, the affection and visualization of family which motivates the creation is understood by the parent, and imbues the work with meaning. It is personal understanding that guides an understanding of what is art on a personal level. Whether one knows the story behind the work or attempt to infer the meaning, the story behind the work is a large part of how an individual designates art that is pleasing. Aristotle understood the potential for art to be cathartic, which is another facet of a