<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>An original way to make sense of the <italic>aesthetic experience</italic> concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of <italic>Experience</italic> in John Dewey, a product of Doctoral theoretical research in education, it was possible to characterize a new art movement: School Art. Hence, this conceptual-theoretical finding will expand a wide range of art movements that emerged between the nineteenth century and contemporaneity: Art Nouveau, Impressionism, Abstract Art, Futurism, Action Painting, and Children’s Art, among many others. However, because of lexical reasons and hoping to achieve greater acceptance among theorists, the so-called <italic>School Art</italic> will patent from this paper as a neologism named from now on as <italic>Artscholarism</italic>. Thus, its philosophical-historical foundations, characteristics, and description will be the article’s primary purpose. In that sense, psychological and historical discussions will emerge throughout the paper. In conclusion, the new art movement – <italic>Artscholarism</italic> – comes from Deweyan thinking and is framed by creativity and a social context.</p>
</abstract>

An original way to make sense of the aesthetic experience concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of Experience in John Dewey, a product of Doctoral theoretical research in education, it was possible to characterize a new art movement: School Art. Hence, this conceptual-theoretical finding will expand a wide range of art movements that emerged between the nineteenth century and contemporaneity: Art Nouveau, Impressionism, Abstract Art, Futurism, Action Painting, and Children’s Art, among many others. However, because of lexical reasons and hoping to achieve greater acceptance among theorists, the so-called School Art will patent from this paper as a neologism named from now on as Artscholarism. Thus, its philosophical-historical foundations, characteristics, and description will be the article’s primary purpose. In that sense, psychological and historical discussions will emerge throughout the paper. In conclusion, the new art movement – Artscholarism – comes from Deweyan thinking and is framed by creativity and a social context.

Pragmatism and Creativity: Patenting the <italic>School Art</italic> Manifesto from Dewey’s Aesthetic Experience

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Pragmatism and Creativity: Patenting the  Manifesto from Dewey’s Aesthetic Experience

An original way to make sense of the aesthetic experience concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the...

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Data publikacji: 02 wrz 2022

Zakres stron: 130 - 145

Otrzymano: 12 paź 2021

Przyjęty: 22 lut 2022

DOI: https://doi.org/10.2478/ctra-2022-0007

Słowa kluczowe
art and creativity, school, aesthetic experience, pragmatism and education, art movements, John Dewey

© 2022 Carlos Manuel Montenegro Ortiz, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Pragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experience

Data publikacji: 02 wrz 2022

Zakres stron: 130 - 145

Otrzymano: 12 paź 2021

Przyjęty: 22 lut 2022

DOI: https://doi.org/10.2478/ctra-2022-0007

Słowa kluczoweart and creativity, school, aesthetic experience, pragmatism and education, art movements, John Dewey

© 2022 Carlos Manuel Montenegro Ortiz, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
art and creativity, school, aesthetic experience, pragmatism and education, art movements, John Dewey