Teaching as consummatory experience: the aesthetic dimension of experience in the later works of John Dewey and its relevance to teaching and teacher education
In this dissertation, what I would like to call "the ideal of teaching as consummatory experience" is discussed in relation to John Dewey's concept of "experience" as the latter was elucidated in his later works, especially, Art as Experience and Experience and Nature. Dewey, particularly in Art as Experience , focuses on the aesthetic dimension of experience as its most fulfilling and complete mode. The articulation of the ideal of teaching as consummatory experience is grounded within the American Bildung tradition in which John Dewey was schooled and is necessitated as an attempt to reassert an alternative against the unabated dominance of the positivistic ethos that underlies much of the contemporary reform movements in teacher education. The implications and possibilities of a restoration of such an alternative for teacher education reform in the face of positivistic and late-modern skepticism are fleshed out.