Imagining Dewey

Patricia L. Maarhuis, PhD, is a researcher, educator, and artist at Washington State University. She has co-authored Parallaxic Praxis: Multimodal Interdisciplinary Pedagogical Research Design (Vernon Press, 2018) and book chapters on art-based inquiry about experiences of violence.A. G. Rud, PhD, is Distinguished Professor of Cultural Studies and Social Thought in Education at Washington State University. Dr. Rud was president of the John Dewey Society 2017–2019 and edited its peer-reviewed international journal, Education and Culture, 2004–2010.

“The ancients posited ‘a quarrel between poetry and philosophy’: yet centuries later, work occasionally arises that throws into dazzling relief the interplay between fact and value, stasis and process, sedimented past and the spark of innovation. With one foot firmly planted in Dewey’s Art as Experience and the other mid-step into our present day, Imagining Dewey mines Deweyan/American pragmatist ideas on creativity, innovation, truth, and flourishing. It provides a refreshing dialogue between threads of fields too often artificially separated, as it connects resources in American, continental, and postmodern traditions with foundational insights and concerns of Plato and Aristotle. As internationally, cultures struggle today to integrate STEM fields with MESH fields (media literacy, ethics, sociology & history), Imagining Dewey provides a tapestry of theories, practices, hyperlinks, illustrations, and case examples highlighting practices of creative innovation that offer direction for both personal development and democratic, sociopolitical growth. Its energy of analysis is akin to mid-20th c. critical social theory critiques of increasingly dominative configurations of media, economics, and power: but in the spirit of early U.S. pragmatism, the essays focus “a pedagogy and politics of possibility” on 21st c. dynamics for new directions and solutions.” – L. Ryan Musgrave, PhD, Rollins College, Florida, USA“Imagining Dewey takes up the philosopher's 1934 text, Art as Experience, and demonstrates its pertinence and thought-provoking power for our day. Maarhuis and Rud have assembled a wide-ranging set of essays that illuminate our aesthetic experience of contemporary artistic and non-artistic works of very different kinds. Their imaginative rediscovery of Dewey's insights and interests in the present will be revitalizing for scholars of aesthetic education.” – René V. Arcilla, PhD, New York University, New York, USA“Enter this book and fall into Dewey’s promises. Imagining Dewey by Maarhuis and Rud pulls together philosophy, pedagogy, and making to create a dialogic canvas of polyglossia on the aesthetics of unfolding life-learning. This collection bids for a reader response that experiences the art of living fully alive, in the halo of the present flash and flow, awake to the quickening of unity and dissonance of the real, the complexity of beauty, the freedom of harmony, the openness of rhythm. Experience the art of imagining here, cultivate a recovery of the soul. Read this and feel yourself change in the experience. A must-read for all graduate programs.” – Pauline Sameshima, PhD, Lakehead University, Ontario, Canada“Dewey scholars, arts-based researchers and arts-integrated teachers, progressive educators, and all people who like to view and discuss art will benefit from this vigorous presentation of artworks created and recreated through the aesthetic experience of explorations of the connecting links among artists and their audiences. The text provides multiple inroads to curricular innovation. It is profoundly pluralistic and, therefore, a treatise on the connecting link between the arts and social justice.” – Susan Finley, PhD, Washington State University, Washington, USA

• ForewordJim GarrisonList of FiguresNotes on ContributorsIntroductionPatricia L. Maarhuis and A. G. RudPart 1: Art Is/Is Not Experience1. Art as Experience, Experience as ArtM. Cristina Di GreGori, Livio Mattarollo and Leopoldo Rueda2. Travels through China in the Dewey and Barnes Letters: Arts, education, and politicsCarolyn L. Berenato3. Art Is (Not) Experience: Engaging Dewey in ReverseJohn BaldacchinoPart 2: Performance & Happenings4. The Aesthetics of RehearsalScott L. Pratt5. Building Experience: Fiction Account as Narrative Support and Product of Artistic InvestigationMartha Patricia Espíritu Zavalza6. Collapsing Life and ArtDavid Vessey7. The Artworks of Women: Weaving in a Semiotic and Pragmatic Performative ActionMaría-Isabel Moreno-MontoroPart 3: Encounters & Relationships8. Dewey’s Art as Experience: A Guide in an Age of Personal TechnologyDavid L. Hildebrand9. Images of Injustice: The Problem of Visual Culture in Dewey’s AestheticsJessica A. Heybach10. Illumination: Teacher Education and the Aesthetic EncounterSean Wiebe and Ellyn LylePart 4: Dissonance & Reflection11. Experiencing Art and Social Science: A Multimodal Poetic Perception of Social Ecological CohesionAdam I. Attwood12. Aesthetic Experiences and Dewey’s Descendants: Poetic Inquiry as a Way of KnowingAmanda N. Gulla13. “Art Is More Moral than Moralities”: Deweyan Reflections on Literature in/as EducationJames M. Albrecht14. Father Catich and the Clean-Cut Christs: Re-presenting American Values Then and NowTadd RuetenikPart 5: Time, Space, & Nature15. Eco-Aesthetic Experiences: A Deweyan Framework for Ecological Aims in SchoolsChristy McConnell Moroye and P. Bruce Uhrmacher16. Temporality and Spatiality in Artwork: Dewey and Traditional Chinese PaintingLi Xu17. Articulation from an Aesthetic Environment: Experience of research A/r/tographicMaría Martínez Morales18. Aesthetic Experiences of Making with Paper: The (Artist-Infused) Corner for Under Eight Year OldsLouise G. PhillipsPart 6: Transformation & The Work of Art19. Sincerity in the Work of ArtBethany N. Henning20. Practicing the New School: Dewey, A/r/tography and the Intrusion of Poetics in EducationLeísa Sasso21. Arts Based Educational Research and Social Transformation: A Project of Social A/r/tographyRicardo Marín-Viadel and Joaquin Roldan22. Imagination, Inquiry, and Voice: A Deweyan Approach to Education in a 21st Century Urban High SchoolAmanda N. Gulla, Holly Fairbank, and Stephen NoonanIndex