The artist/educators in this book invite you to come with them on a journey of discovery into the meaning of teaching for aesthetic experience. With learning as their art, they create educational encounters with passion and feeling, and leave their students with vivid impressions, growth, and change. Each author engages in aesthetic experience from an individual perspective - as poet, dancer, visual artist, or musician - and each of them engages as an educator who brings art into his or her classroom, no matter what the subject. Inspired by the words of philosopher Maxine Greene, the contributors transform the theoretical into the practical, urging students to look to the arts and nature for simple beauty, and awaken their minds to new possibilities of creative learning.

Ths bk examines the role of aesthetic experience in learning science&in science education from the perspective of knowlecge as action&language use,based on the writings of John Dewey&Ludwig Wittgenstein.It offers a novel contribution to the current debat

This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.

This book presents an assortment of teaching and assessment strategies appropriate for 21st century learners, based on the author’s 25 years of teaching experience in private and state school institutions in the Philippines. It highlights the outcomes-based assessment of learning; the curriculum basics for arts-based teaching; learning activities based on the integrated arts for an effective instructional process; and examples in the teaching of critical thinking, communication, collaboration, and creativity, known as the Four Cs. While the monograph focuses on the author’s local context, a plethora of citations provides clear connections that address learner diversity in recent global education contexts. The text is a useful guide for students who want to pursue a degree in teaching, as well as novice and expert teachers, university professors, and advocates for teaching and learning.

A theory of the neural bases of aesthetic experience across the arts, which draws on the tools of both cognitive neuroscience and traditional humanist inquiry. In Feeling Beauty, G. Gabrielle Starr argues that understanding the neural underpinnings of aesthetic experience can reshape our conceptions of aesthetics and the arts. Drawing on the tools of both cognitive neuroscience and traditional humanist inquiry, Starr shows that neuroaesthetics offers a new model for understanding the dynamic and changing features of aesthetic life, the relationships among the arts, and how individual differences in aesthetic judgment shape the varieties of aesthetic experience. Starr, a scholar of the humanities and a researcher in the neuroscience of aesthetics, proposes that aesthetic experience relies on a distributed neural architecture—a set of brain areas involved in emotion, perception, imagery, memory, and language. More important, it emerges from networked interactions, intricately connected and coordinated brain systems that together form a flexible architecture enabling us to develop new arts and to see the world around us differently. Focusing on the "sister arts" of poetry, painting, and music, Starr builds and tests a neural model of aesthetic experience valid across all the arts. Asking why works that address different senses using different means seem to produce the same set of feelings, she examines particular works of art in a range of media, including a poem by Keats, a painting by van Gogh, a sculpture by Bernini, and Beethoven's Diabelli Variations. Starr's innovative, interdisciplinary analysis is true to the complexities of both the physical instantiation of aesthetics and the realities of artistic representation.

"George Hagman looks anew at psychoanalytic ideas about art and beauty through the lens of current developmental psychology that recognizes the importance of attachment and affiliative motivational systems. In dialogue with theorists such as Freud, Ehrenzweig, Kris, Rank, Winnicott, Kohut, and many others, Hagman brings the psychoanalytic understanding of aesthetic experience into the 21st century. He amends and extends old concepts and offers a wealth of stimulating new ideas regarding the creative process, the ideal, beauty, ugliness, and -perhaps his most original contribution-the sublime. Especially welcome is his grounding of aesthetic experience in intersubjectivity and health rather than individualism and pathology. His emphasis on form rather than the content of an individual's aesthetic experience is a stimulating new direction for psychoanalytic theory of art. With this work Hagman stands in the company of his predecessors with this deeply-learned, sensitively conceived, and provocative general theory of human aesthetic experience."Ellen Dissanayake, author of "Art and Intimacy: How the Arts Began" and "Homo Aestheticus: Where Art Comes From and Why."

This book makes a strong case for the abiding relevance of Dewey’s notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies.

For 25 years, Maxine Greene has been the philosopher-in-residence at the innovative Lincoln Center Institute, where her work forms the foundation of the Institute's aesthetic education practice. Each summer she addresses teachers from across the country, representing all grade levels, through LCI's intensive professional development sessions. Variations on a Blue Guitar contains a selection of these never-before-published lectures touching on the topics of aesthetic education, imagination and transformation, educational renewal and reform, excellence, standards, and cultural diversity, powerful ideas for today's educators.

This collection of essays explores the crucial connections between aesthetic experience and the interdisciplinary field of somaesthetics, while further advancing inquiry in both. After the editor’s introduction and three articles examining philosophical accounts of embodiment and aesthetic experience in existentialism, phenomenology, hermeneutics, and pragmatism, the book’s nine remaining articles apply somaesthetic theory to the fine arts (including detailed studies of the body’s role in painting, sculpture, architecture, poetry, music, photography, and cinema) but also to diverse arts of living, considering such topics as cosmetics and sexual practice. These interdisciplinary, multicultural essays are written by a distinctively international group of experts, ranging from Asia (China and India) to Europe (Denmark, Finland, Hungary, and Italy) and the United States.