Aesthetic Practices and Adult Education

Tusa Shea

doi:10.21225/d56w32

Abstract

Aesthetic Practices and Adult Education

Highlights

Creating transformational learning experiences through aesthetic practices, though not a new idea, continues to be a fruitful area of investigation in adult education
Too, put great emphasis on learning as doing, seeing the learner as a “co-creator” rather than a passive receiver (1972, p. 60). It is on this foundation, of direct experience as transformational learning and its impact on wider community practices of social justice and adult education, that the authors in Aesthetic Practices and Adult Education articulate their perspectives and diverse case studies
While each chapter is notable for providing insight into a particular case study of how aesthetic practices have been integrated into an educational process within a specific context, all the chapters address, to some degree, the broader topic of “community arts engagement.”

Summary

Introduction

Creating transformational learning experiences through aesthetic practices, though not a new idea, continues to be a fruitful area of investigation in adult education. Emerging from radically different social contexts, Dewey and Friere shared a belief in the idea that education is a tool for social change, in which tangible experiences inform the learner through the integration of mind and body.

Results

Conclusion