Writing and Expression: Philosophical Reflections on Art Prompted by Dewey's View of Expression

IF 0.4 3区 哲学 0 PHILOSOPHY European Journal for Philosophy of Religion Pub Date : 2022-09-10 DOI:10.24204/ejpr.2021.3840
Aoran Cui
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Abstract

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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写作与表达:杜威表达观对艺术的哲学思考
在本研究中,重点是杜威对经验的解释。为此,我们选择了三个维度,即艺术作为体验、心理学和民主与教育。作为个体的世界内体验,现实世界是由充满活力和丰富的体验组成的。虽然生活是广泛的和共同的,但活动、感觉和意识之间有明确的区别,允许学习和选择。另一方面,考虑意味着对世界的一种更孤立和抽象的认识,在行动、情感和感知之间有更明显的分离。这种区别有助于对培训的范围有更透明的理解。它避免了参与概念中逆行倾向的陷阱,并促进了想象与参与领域的结合。传统的成人教育理论是体验式学习的前身。该系统的基本说明是David Kolb提出的四步体验式学习模型。科尔布在他的《体验式学习》一书中说,这个系统是由约翰·杜威、库尔特·列文和让·皮亚杰创造的。本文概述了Kolb构建体验式学习模型的方法。它关注的是科尔布如何呈现和实施约翰·杜威(John dewey)开发的鲁维尼活动研究传统,以检验他的概念。科尔布似乎把一种腐败的、片面的技术浓缩成了一种广泛的学习模式,主要是为了回应关于准备特邦的批评会议。将杜威的反身性知觉和活动概念与科尔布对杜威思想的解释进行对比。科尔布误解了杜威的理论,并得出结论,从流行病学的角度来看,体验式学习方法中快速和大量经验的概念是有问题的。本文采用基于假设的方法来解决成人教育中的两个基本难题:体验式学习和思想的转移、发展和应用。
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来源期刊
CiteScore
0.80
自引率
20.00%
发文量
53
期刊介绍: European Journal for Philosophy of Religion (EJPR) is a peer-reviewed international journal devoted to the problems of the philosophy of religion. EJPR has been founded with the aim of fostering the development of philosophy of religion in Europe and elsewhere.
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