John Dewey - John Dewey John Dewey Having an Experience...

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Unformatted text preview: John Dewey John Dewey Having an Experience Paper Paper Exegesis – a clear statement of the writer’s argument Give me reasons Clarity – think about a fellow student as an audience No unnecessary blather Professionalism Cite sources John Dewey John Dewey 1859­1952 Philosopher, psychologist, education theorist Pragmatist Founded New School “Having an Experience” 1934 Experiencing v. an experience Experiencing v. Our experience normally is a semi­ coherent jumble, distracted, incomplete An experience can be bound by one pervasive quality An experience has a beginning and end Life is a collection of such experiences, with their own rhythms and plots Characteristics of an experience Characteristics of Fight with a friend, that meal in Paris Each part flows into the next Parts have their own identity, but are part of a greater whole The whole is unified (Hi, Aristotle!) by a certain quality That quality is not intellectual, practical or emotional, but underlies the whole Art, Thinking, and Action Art, Thinking, and Action In art, parts (each connected) make up a whole The parts each have their own identity, but develop underlying quality into a greater whole Conclusions in thought are similar to the denouement of an artwork Art, Thinking, Action, cont. Art, Thinking, Action, cont. Thought can be an aesthetic experience! So can everyday actions, done in the right way – ethics really felt, rather than lackluster following of duty Hymn, Damien Hirst 2000 Characterizing the Aesthetic Characterizing the Aesthetic Aesthetic may not be pleasant Aesthetic is colored by emotions, which themselves have objects and dramatic structure An emotion can help develop underlying quality, turning something ordinarily mechanical into an experience (can overwhelm if too strong) The Aesthetic as a Balance The Aesthetic as a Balance The aesthetic is a balance between: Loose, unconnected experience and mechanical, rigid experience Self and object, each mutually adapting until a harmony is felt Doing and undergoing, an excess of either of which interferes with having an experience What an Artist Does What an Artist Does Art requires as much intelligence as science Seeing qualities and relationships and building elements together is intellectual work Production and apprehension of art are related activities ­ cannot be separated What an Artist Does, cont. What an Artist Does, cont. Technique alone is not good enough – excellence in art requires production of a certain experience in apprehender An artist must love subject matter, and be interested in creating a certain kind of experience for apprehenders View of the Domaine St­Joseph, Paul Cezanne 1880s Making Art is Like Apprehending Making Art is Like Apprehending Art An artist is constantly creating and reshaping the work, until she sees it is good Again, interplay of doing and undergoing Same with apprehension of art One must perceive art, not merely recognize it Both artist and apprehender see connections between parts and develop a sense of a unifying whole ...
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This note was uploaded on 04/05/2009 for the course PHIL phil230 taught by Professor Elizabeth during the Spring '09 term at Maryland.

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