WRITING AND EXPRESSION: PHILOSOPHICAL REFLECTIONS ON ART PROMPTED BY DEWEY'S VIEW OF EXPRESSION
In the present study, the emphasis is on Dewey's explanation of experience. Three dimensions, namely Art as Experiences, Psychology, and Democracy & Education, are chosen for this purpose. As an individual in-world experience, the actual world is composed of vibrant, rich experiences. While...
| Published in: | European journal for philosophy of religion |
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| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
University of Innsbruck in cooperation with the John Hick Centre for Philosophy of Religion at the University of Birmingham
2023
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| In: |
European journal for philosophy of religion
Year: 2023, Volume: 15, Issue: 1, Pages: 232-248 |
| Further subjects: | B
John Dewey
B Experiential Learning B Philosophical Reflections B Art Prompted B Writing & Experience |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | In the present study, the emphasis is on Dewey's explanation of experience. Three dimensions, namely Art as Experiences, Psychology, and Democracy & Education, are chosen for this purpose. As an individual in-world experience, the actual world is composed of vibrant, rich experiences. While living is expansive and communal, there is a clear distinction between activity, sensation, and consciousness that permits study and choice. On the other hand, consideration implies a more solitary and abstracted knowledge of the world, with a more significant separation between actions, emotions, and perception. This distinction facilitates a more transparent comprehension of the scope of training. It avoids the traps of retrograde tendencies in the concept of engagement and facilitates the incorporation of imagining into the sphere of involvement. The traditional adult education theory is the antecedent of experiential learning. The fundamental illustration of the system is the four-step experiential learning model developed by David Kolb. Kolb says in his book "Experiential Learning" that this system was created by John Dewey, Kurt Lewin, and Jean Piaget. This article outlines Kolb's approach to constructing models of experiential learning. It focuses on how Kolb presents and implements the John Dewey-developed Ruwinian tradition of activity research to test his concept. Kolb appears to have condensed a corrupt and one-sided technique into a broad learning model, primarily in response to the conference of critics regarding the preparation of Tbunch. Contrast Dewey's notion of reflexive perception and activity with Korbu's interpretation of John Dewey's ideas. Kolb misinterprets Dewey's theory and concludes that the concept of quick and substantial experience in the experiential learning approach is problematic from an epidemiological standpoint. This article uses a hypothesis-based method to address two fundamental difficulties in adult education: experiential learning and the diversion, development, and application of ideas. |
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| Contains: | Enthalten in: European journal for philosophy of religion
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| Persistent identifiers: | DOI: 10.24204/ejpr.2021.3840 |