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

An original way to make sense of the concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of in John Dewey, a product of Doctoral theoretical research in education, it was possible to characterize a new art movement: School Art...

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Bibliographic Details
Published inCreativity : theories - research - applications Vol. 9; no. 1; pp. 130 - 145
Main Author Ortiz, Carlos Manuel Montenegro
Format Journal Article
LanguageEnglish
Published Sciendo 01.06.2022
Subjects
aesthetic experience
art and creativity
art movements
John Dewey
pragmatism and education
school
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Summary:An original way to make sense of the concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of 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, 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 will patent from this paper as a neologism named from now on as . 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 – – comes from Deweyan thinking and is framed by creativity and a social context.
ISSN:2354-0036
2354-0036
DOI:10.2478/ctra-2022-0007