A Deweyan perspective on science learning
Discover Education, cilt.5, sa.1, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 5 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s44217-026-01745-x
- Dergi Adı: Discover Education
- Derginin Tarandığı İndeksler: Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Aesthetic experience, Embodied cognition, Science education, STEAM education, Visual thinking
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This study addresses the pedagogical impasses in modern science education caused by the historical dichotomy between science and aesthetics. Employing a philosophical inquiry and conceptual analysis design, it synthesises John Dewey’s “aesthetic experience”, Maurice Merleau-Ponty’s “perceived world”, and Rudolf Arnheim’s “visual thinking”. The analysis reveals that integrating aesthetics is a fundamental epistemological necessity, not merely a pedagogical enhancement, enabling students to form “transformative aesthetic experiences” and perceive the world anew. Consequently, overcoming Cartesian dualisms requires anchoring abstract scientific conceptualisation in embodied and visual cognition. It is recommended that contemporary interdisciplinary frameworks, particularly STEAM curricula, explicitly centralise this aesthetic and poietic dimension to cultivate creative and critically minded individuals.