Art as Experience
John Dewey's 1934 major aesthetic theory — art as the consummation of experience
Tradition: American pragmatism
Dewey's 1934 major aesthetic theory — art as the consummation of experience
Art as Experience is Dewey's 1934 aesthetic magnum opus — based on his 1931 William James Lectures at Harvard. Central thesis: art is not a separate realm of museum-objects but the consummation of ordinary experience; aesthetic experience is the heightened, integrated, qualitative experience that any vital encounter with the world can become. The work is the major statement of pragmatist aesthetics.
Editions cited
- Art as Experience (Minton, Balch & Co., 1934; numerous reprints; in The Later Works of John Dewey vol. 10, Southern Illinois UP)
School Embodiments
Naturalist account of experience and art.
"Naturalist experience." (Art as Experience)
Emersonian-Transcendentalist background.
"Transcendentalist background." (Art as Experience)
Process-relational account of aesthetic experience.
"Process-relational." (Art as Experience)
Phenomenology of aesthetic experience.
"Phenomenology of aesthetic." (Art as Experience)
Internal Tensions
Dewey's pragmatist aesthetics in continuing dialogue with formalist and analytic aesthetics.
I. Time
The temporal flow of aesthetic experience.
Attributes
II. Space
The aesthetic space of artwork-experience.
Attributes
III. Matter
The material artwork and the embodied perceiver.
Attributes
IV. Observer
The aesthetically experiencing person.
Attributes
V. Energy
Energies of qualitative-aesthetic experience.
Attributes
VI. Information
Pragmatist-aesthetic framework.
Attributes
Personas with the nearest attribute fingerprint
Historical figures whose own classification on the same six-dimensional grid lands closest to this work's. Computed by attribute-agreement on coordinates both address.
Computed school proximity
The work's attribute fingerprint scored against all schools using the same quiz scorer. Useful as a sanity check on the hand-curated embodiments above.
How Art as Experience resolves each dilemma
48 resolved positions across 4 dimensions, including 3 distinctive where the majority of schools go the other way · 9 unaligned.
Each dimension is sorted so minority positions come first. Mainstream positions are folded into an expandable list.
Time · 9 dilemmas · 3 distinctive
Persistence, the future, and the direction of becoming.