BackgroundCORE (Clarity and Openness in Reporting: E3-based) Reference (released May 2016 by the European Medical Writers Association [EMWA] and the American Medical Writers Association [AMWA]) is a complete and authoritative open-access user’s guide to support the authoring of clinical study reports (CSRs) for current industry-standard-design interventional studies. CORE Reference is a content guidance resource and is not a CSR Template.TransCelerate Biopharma Inc., an alliance of biopharmaceutical companies, released a CSR Template in November 2018 and recognised CORE Reference as one (...) of two principal sources used in its development.MethodsThe regulatory medical writing and statistical professionals who developed CORE Reference conducted a critical review of the TransCelerate CSR Template. We summarise our major findings and recommendations in this communication. We also re-examined and edited the Version 1 CORE Reference Terminology Table that we first published in 2016, and we present this as Version 2 in this communication.ResultsOur major critical review findings indicate that opportunities remain to refine the CSR Template structure and instructional text, enhance content clarity, add web links to referenced guidance documents, improve transparency to support the broad readership of CSRs, and develop supporting resources.The CORE Reference ‘Terminology Table’ Version 2 includes estimand as a defined term and an adaptation of the original ‘worked study example’ to incorporate the recently evolved concept of ‘estimands’.ConclusionsAs TransCelerate’s CSR Template represents an important milestone in authoring CSRs, we offer CSR authors advice and recommendations on its use, similarities, and differences with CORE Reference and advise them to consider shared interpretations between the two.RegistrationCORE Reference is registered with the EQUATOR Network. The TransCelerate CSR Template is not registered with any external organisation to the knowledge of the authors of this paper. (shrink)

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...) philosophy, medical philosophy, and education. The contributors include scholars from 16 countries. Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes. 1. Introduction Section I. An Academic Vocation Section II. Philosophy Section III. Physics and Philosophy of Physics Section IV. Cognitive Science and Philosophy of Mind Section V. Sociology and Social Theory Section VI. Ethics and Political Philosophy Section VII. Biology and Philosophy of Biology Section VIII. Mathematics Section IX. Education Section X. Varia Section XI. Bibliography. (shrink)

When Kent Nerburn received a letter from a young woman questioning her calling to spend her life in the arts, the writer and artist was struck by how closely her questions mirrored the doubts and yearnings of his own youth. Nerburn resolved that he would write his own letter: a letter of welcome and encouragement to all artists setting out on the same strange and magical journey, sharing the wisdom of a life spent working in the arts. From (...) struggles with money and the bitterness of rejection, to spiritual questions of inspiration and authenticity, Dancing With the Gods offers insight, solace and courage to help artists on the winding road to artistic fulfilment. Tender and joyous, it is a celebration of art's power to transform the darkest of human experience and give voice to the grandest of human hopes. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 3, Page 450-466, June 2022.

Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.

Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.

Originally published in 1974 by Houghton Mifflin, this volume clarifies some of the relationships between vocational guidance and its changing contexts. It also reinforces the emerging role of vocational guidance in human development across national boundaries.

The rural general, work, polytechnic school holds a prominent place in the life of the modern socialist village. As one of the sources from which collective and state farms get trained personnel, equipment operators, for example, the rural school is meant to train a comprehensively developed younger generation capable of creatively applying to its work the latest achievements of science, engineering, and progressive technology and of presenting models of a communist attitude toward work.

A central point of contention between Critical Theory and Heideggerian thinking concerns the question of truth. Whereas Martin Heidegger orients his conception of truth towards the ongoing disclosure of Being, Jürgen Habermas regards truth as one dimension of validity in 'communicative action'. Unlike Habermas, who usually emphasizes validity at the expense of disclosure, Heidegger tends to emphasize disclosure at the expense of validity. The essay uses Heidegger's 'The Origin of the Work of Art' as its point of departure. While reclaiming (...) elements from his account of artistic truth, I criticize his reactionary conception of art's vocation, and I propose a notion of aesthetic validity that does justice to modern and contemporary art. Key Words: aesthetics • art • Critical Theory • disclosure • Jürgen Habermas • Martin Heidegger • imagination • responsibility • truth • validity. (shrink)

This is a book about aesthetics that is both a memoir and design critique. Among questions it addresses are: What inspires an aesthetic adventure? What is the best way to respond to ugliness? Is beauty always "good"? What is the crux of an artist's job? Why is "making nothing" beautiful? And what is a "beautiful human being"? The illustrator is Marco Koren, a young Californian artist with a passion for drawing.

Aim: The aim of this paper is to present the development and evaluation of an art psychotherapy brief treatment method for complex depression for patients referred to mental health services.Background: Art Psychotherapy literature describes a range of processes of relational change through the use of arts focused and relationship focused interventions. Complex depression has a prevalence of 3% of the population in the West and it is recorded that in 2016 only 28% of that population were receiving psychological treatment. (...) This study was developed to test the hypothesis of whether an accessible and acceptable approach to the treatment of complex depression could be developed in relation to existing evidence-based practice within mental health services.Method: The United Kingdom Medical Research Council phased guidance for complex intervention development was used to develop the intervention. The process included producing a literature overview, systematic description of clinical practice, including a logic model and a clinical protocol. The art psychotherapy protocol described an arts-based dynamic interpersonal therapy approach, offered 1:1 over 24 sessions. Further to this the intervention was tested for referrer acceptability. The intervention is in the early stages of evaluation, using changes to the patient's depression and anxiety measured pre- and post-treatment with a follow-up measure at 3 months following completion of treatment.Results: Phase I of the study provided a good basis for developing a logic model and protocol. The authors found that there was good clinical consensus about the use of a structured clinical art psychotherapy method and the literature overview was used to support specific examples of good practice. The verification of clinical coherence was represented by a logic model and clinical protocol for delivering the intervention. The acceptability study demonstrated very high levels of acceptability for referrers reporting that ADIT was acceptable for patients with complex/major depression, that they were likely to refer to ADIT in the future that the use of arts was likely to improve accessibility the use of arts was likely to improve outcomes and that offering ADIT was an effective use of mental health resources.Discussion: Phase I of this intervention development study demonstrated theoretical and practice coherence resulting in a clinical protocol and logic model. Whilst Phase II of this study showed promising results, Phase II would need to be sufficiently scaled up to a full trial to further test the intervention and protocol. (shrink)

Vocational Education and Training policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, (...) we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia. The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system and discusses lines of future research. (shrink)

The purpose of this study is to identify the needs of vocational and technical Anatolian high school students for guidance. A mixed research methodology is employed in this descriptive study. With the guidance needs analysis survey, quantitative data was collected about the needs of students for guidance from a total of 2228 participants including 1437 students, 304 teachers and 487 parents. The qualitative data in the research were collected from school counsellors employed in vocational and (...) technical high schools, from the heads of guidance services employed in guidance research centres, from psychological guidance and counselling specialists working in the Ministry of National Education, from psychological counsellors representing Turkish Psychological Counselling and Guidance Association and those engaged by educational unions. The research revealed findings that the students need intensive guidance on topics such as identification of future career goals, learning effective studying methods, self-knowledge of interests and abilities, knowledge of professions and their basic requirements, focusing attention during lessons, protection from addiction, knowledge of developmental features of adolescence, university admission exams and opportunities for higher education. Furthermore, it was revealed that the guidance needs of the students were not met sufficiently, they needed services in all areas of personal-social, educational and career guidance, female students needed guidance services more than male students, and students felt more need of guidance services at higher grades. In line with the results of the study, further recommendations are presented to provide for the guidance needs of students. (shrink)

Although the language of vocation was born in a religious context, the contributors in this volume demonstrate that it has now taken root within the broad framework of higher education and has become intertwined with a wide range of concerns. This volume makes a compelling case for vocational reflection and discernment in undergraduate education today, arguing that it will encourage faculty and students alike to venture out of their narrow disciplinary specializations and to reflect on larger questions of meaning (...) and purpose. In conversation with a growing range of scholarly resources, these essays advance the cause of vocational reflection and discernment well beyond its occasional mention in general education courses and career placement offices. The book's thirteen contributors all work in higher education, but they do so as biologists and musicians, sociologists and engineers, doctors and lawyers, college presidents and deans, and scholars of history, literature, and business administration. Together, they demonstrate that vocation has an important role to play across the entire range of traditional academic disciplines and applied fields. Regardless of major, all undergraduates need to consider their current and future responsibilities, determine the stories they will live by, and discover resources for addressing the tensions that will inevitably arise among their multiple callings. Vocation across the Academy will help to reframe current debates about the purpose of higher education. It underscores the important role that colleges and universities can play in encouraging students to reflect more deeply on life's most persistent questions and to consider how they might best contribute to the common good. (shrink)

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of (...) an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance's involvement in social justice as well as the methodological consequences in relation to career guidance research. (shrink)

The design of collaborative robotics, such as driver-assisted operations, engineer a potential automation of decision-making predicated on unobtrusive data gathering of human users. This form of ‘somatic surveillance’ increasingly relies on behavioural biometrics and sensory algorithms to verify the physiology of bodies in cabin interiors. Such processes secure cyber-physical space, but also register user capabilities for control that yield data as insured risk. In this technical re-formation of human–machine interactions for control and communication ‘a dissonance of attribution’ :7684, 2019. https://doi.org/10.1073/pnas.1805770115) (...) is created between perceptions of phenomena, materials and decision-making. This reconfigures relations not only between humans and machines, objects and subjects, but possibly disrupts attributive functions in the social system of Law. What it requires is shifting a legal accountability for action from a sovereignty of the human to a new materialist account based on a ‘cognitive assemblage’ between physiological data, computation and algorithmic sensing. This paper investigates the function of law as a guidance system to acknowledge this account of sensory and algorithmic computation as autonomous ‘sensing agents’ that may be accountable in situations of risk. This assemblage of robotic computation and sensory determination requires a clearer legal differentiation across the current static terminologies of person, property, liability and rights that maintain strict separations of object from subject. To neglect this, we argue, law will solely impute attributions of error to humans despite evidence of operation via mutual control. (shrink)

In this essay I offer practical guidance aimed at promoting competence and success in the activity of bioethics scholarship. I present a set of maxims or rules of thumb, which I exemplify and explicate by drawing on my own work, encompassing 30 years of practicing bioethics scholarship, formal and informal mentoring, extensive peer reviewing for bioethics, biomedical, and philosophy journals, and several years as Deputy Editor of Perspectives in Biology and Medicine—an interdisciplinary journal that frequently publishes bioethics articles. The (...) title of the essay is adapted from Max Weber’s famous lecture, “Science as a Vocation”.Bioethics scholarship generally takes two forms:... (shrink)

That mathematics makes for poor literature is a conclusion as uninteresting as it is inevitable—inevitable because were mathematical prose to score high on a scale of literary value, this result would do more to discredit the scale than glorify the prose. It may, however, help us better understand our cultural landscape if, without attempting a literary appraisal of mathematics or a mathematical appraisal of literature, we search for some community of interest between the formal sciences and the literary arts. (...) This search for common ground will also be an opportunity to learn from some voices seldom heard in conversations about mathematics. Even at the risk of giving our discussion an antiquated flavor, we will... (shrink)

Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis calls “world (...) building” by posing strategic questions, designing appropriate content, and demonstrating artful signs. Heidegger expects his students to rethink what it means for them to be a human being. When this identity is transformed, a new calling to think and an invocation to teach that calling can flow from that instruction. This paper describes this kind of instruction in practice by specifically characterizing what a “professor of learning to think” would be. (shrink)

To clarify the relationship between higher vocational students’ liking of teachers and their learning engagement, based on the theory of social exchange, 1,279 vocational students in the Yangtze River Delta and the Pearl River Delta in China are used as the research objects. From the perspective of students and teachers, SPSS and AMOS are used to conduct a two-stage linear regression analysis. The results show that students’ liking of their teachers has a positive effect on learning engagement; liking (...) positively affects students’ psychological empowerment; liking of teachers indirectly influences learning engagement through psychological empowerment; teacher’s support positively moderates the indirect relationship between liking of teachers and learning engagement through psychological empowerment. This study attempts to provide practical guidance for college students to provide learning engagement. (shrink)

Genesis 16 tells of Abraham conceiving Ishmael with his wife Sarai's servant Hagar. Dominican Friar Richard Fishacre (ca. 1200-1248) used this Biblical narrative to explore the relationship of the natural and Divine sciences. Fishacre believed that the theologian must first study the world, before he could be fruitful as a theologian. How do the natural sciences, in short, help us better understand the Scriptures? Fishacre, like his contemporaries Albert the Great (ca. 1200-1280) and Thomas Aquinas (1225-1274) looked at ways that (...) the newly-translated natural philosophy of Aristotle, with its empirical emphasis and a belief that knowledge begins in sense perception, could supplement the more otherworldly Neoplatonic approach to philosophy and the sciences inherited from St. Augustine. Hagar's Vocation is a collection of fifteen essays which focus on the contributions of Richard Fishacre, the first Dominican theologian at Oxford to have left a written legacy. The questions addressed by Fishacre include his arguments for God's existence, the multi-faceted problem of the human soul, the eternity of the world, the nature of light, the free choice of the will, angels and "spiritual matter," interiority and self-knowledge, undoing the past and God's absolute power, the magical arts, and the role of philosophy in a theology of creation. R. James Long, the world's leading authority on Fishacre, in this volume promises to establish this hitherto little studied English friar as a major figure in the development of a learned or philosophically grounded theology that remains the great achievement of High Scholasticism. (shrink)

En una perspectiva que ve el viaje como momento de iniciación a la vida y al arte en el que el cuerpo y sus sentidos juegan un papel central, propongo leer las dos primeras obras de la poeta argentina Diana Bellessi -Buena travesía, buena ventura pequeña Uli y Crucero Ecuatorial - como búsqueda y encuentro con su propia vocación poética, gracias a la cercanía física a la gente que su viaje panamericano de seis años le permitió. Su respuesta a la (...) apelación moral que le viene del otro será evaluada a la luz de los escritos teóricos de Bauman, Ricœur, Blanchot, y del aspecto retórico de los poemas mismos. En particular, en Buena travesía, buena ventura pequeña Uli el otro se manifiesta como voz, respiración, ritmo, con interesantes consecuencias en el tratamiento estilístico del texto. Por el contrario, en Crucero Ecuatorial prevalece una visualidad más calmada, más segura de sí misma: la “justa distancia” entre vocación poética y solidaridad humana ha sido conquistada. On a perspective that considers travel as an initiation to life and art in which the body and its senses play a central role, I propose an interpretation of the first two works by the Argentinian poet Diana Bellessi -Buena travesía, buena ventura pequeña Uli and Crucero Ecuatorial - as the expression of the search and finding of her own poetic vocation, thanks to the physical closeness to people that she was able to experience in her six-year-long trip through the two Americas. Her answer to the moral appeal proceeding from the other will be studied in light of the theoretical works by Bauman, Ricoeur, Blanchot, and the rhetorical feature of the same poems. In particular, in Buena travesía, buena ventura pequeña Uli, the other is manifested as a voice, breathing, rhythm, with interesting results in the stylistic treatment of the text. On the contrary, Crucero Ecuatorial reveals a calmer and more self-confident position. The “right distance” between poetic vocation and solidarity has been attained. (shrink)

Art can be addressed, not just to individuals, but to groups. Art can even be part of how groups think to themselves – how they keep a grip on their values over time. I focus on monuments as a case study. Monuments, I claim, can function as a commitment to a group value, for the sake of long-term action guidance. Art can function here where charters and mission statements cannot, precisely because of art’s powers to capture subtlety and emotion. (...) In particular, art can serve as the vessel for group emotions, by making emotional content sufficiently public so as to be the object of a group commitment. Art enables groups to guide themselves with values too subtle to be codified. (shrink)

Comparisons made between art and mathematics so often centre on the beauty of mathematics and how its forms might be seen as aesthetically pleasing. Yet the prominence of beauty as an attribute is less prevalent in contemporary art. Rather, art has a much broader scope of concern, perhaps with a greater emphasis on providing apparatus through which we might better understand who we are. This paper considers some performative aspects of contemporary art and draws parallels with some examples of mathematical (...) activity within educative contexts. It argues that the performative dimension of mathematics is underemphasised in school activity and that the social and linguistic conditioning of mathematics within performance is a crucial aspect of the discipline being addressed in school and vocational courses. In particular, proficiency with concretisations of mathematics and the social dynamics that attend these is integral to the broader proficiency of moving between concrete and abstract domains. (shrink)

This selection of essays and reviews written between 1962 and 1983 focus on the creativity of the American photographer as artist and on the nature of his work and life, placing special attention on the creative impulse of the art photographer and the significance of his pictures as expressive works of art. Among the major artist-photographers examined are Alfred Stieglitz, Walker Evans, Diane Arbus, Harry Callahan, Emmet Gowin and Jerry Uelsmann. Topics discussed include the collecting of photographs, the nature of (...) pictorial visioning photography, photographic portraiture, and manipulative photography. Degrees of Guidance differs from other anthologies in that it focuses on individual photographers rather than on the more social or ontological aspects of photography. (shrink)

The rapid diffusion of artificial intelligence (AI) technologies in the defence domain raises challenges for the ethical governance of these systems. A recent shift from the what to the how of AI ethics sees a nascent body of literature published by defence organisations focussed on guidance to implement AI ethics principles. These efforts have neglected a crucial intermediate step between principles and guidance concerning the elicitation of ethical requirements for specifying the guidance. In this article, we outline (...) the key normative choices and corresponding tradeoffs that are involved in specifying guidance for the implementation of AI ethics principles in the defence domain. These correspond to: the AI lifecycle model used; the scope of stakeholder involvement; the accountability goals chosen; the choice of auditing requirements; and the choice of mechanisms for transparency and traceability. We provide initial recommendations for navigating these tradeoffs and highlight the importance of a pro-ethical institutional culture. (shrink)

Comparisons made between art and mathematics so often centre on the beauty of mathematics and how its forms might be seen as aesthetically pleasing. Yet the prominence of beauty as an attribute is less prevalent in contemporary art. Rather, art has a much broader scope of concern, perhaps with a greater emphasis on providing apparatus through which we might better understand who we are. This paper considers some performative aspects of contemporary art and draws parallels with some examples of mathematical (...) activity within educative contexts. It argues that the performative dimension of mathematics is underemphasised in school activity and that the social and linguistic conditioning of mathematics within performance is a crucial aspect of the discipline being addressed in school and vocational courses. In particular, proficiency with concretisations of mathematics and the social dynamics that attend these is integral to the broader proficiency of moving between concrete and abstract domains. (shrink)

The present study had two goals: to test the validity of Planned Happenstance Career Inventory in the Italian context and to explore the relations between PHC skills and vocational identity processes within a sample of 472 undergraduate students attending university in the southern of Italy. Moreover, we examined relations between the PHCI and measures of vocational identity processes. With regard to the first goal, results show that for the Italian version of the instrument was confirmed the multifactor structure (...) of the original version. The multi-group analyses showed that invariance between genders is supported. Convergent validity and divergent validity of the measure were reported. Concerning the second goal, the skills of planned happenstance show different associations with Vocational Identity Dimensions. As hypothesized, the exploration and commitment dimensions of vocational identity status are positive related to Planned Happenstance Skills. These findings suggest implications for career guidance and counseling. (shrink)

The London suicide bombings of July 7, 2005 were partly the revolt of moral earnestness against a liberal society that, enchanted by the fantasy of rationalist anthropology, surrenders its passionate members to a degrading consumerism. The “humane” liberalism variously espoused by Jürgen Habermas, John Rawls, and Jeffrey Stout offers a dignifying alternative; but it is fragile, and each of its proponents looks for allies among certain kinds of religious believer. Stanley Hauerwas, however, counsels Christians against cooperation. On the one hand, (...) he is right to resist, insofar as liberalism illiberally excludes theology from public discourse. On the other hand, not all humane liberalism does this: Stout's, for example, is genuinely polyglot, requiring not a common secularist language but a common ethic of communicating. Such a liberal ethic and its attendant anthropology merit the support of Christians: there may be more to be said about the Kingdom of God than respect, tolerance, and fairness, but there will not be less. The Christian has good theological reasons to expect some concord with other inhabitants of secular space. Ethical distinctiveness is no measure of theological integrity; and neither theology (pace Barth) nor biblical narrative (pace Richard Hays) should be expected to do all of the ethical running. If Christians are to be thorough in their moral theology and intelligible in their public statements, then they must borrow non‐theological material, formulate abstract concepts, and engage in casuistical analysis. Nevertheless, if an anxious insistence on distinctiveness is a mistake, concern for theological integrity is not. When the moral theologian borrows ethical material from elsewhere, he should integrate it into a theological vision structured by the Christian salvation‐historical narrative, which will sometimes modify the meaning of what is incorporated. So in affirming humane, polyglot liberalism, the moral theologian will at the same time make salutary qualifications. One of these is the assertion of the need of liberal institutions to own and promote their moral and anthropological commitments. In such a confessionally liberal society, universities in general, and the Arts and Humanities in particular, would recover their vocation to form citizens in communicative virtues and to offer them a dignifying, morally serious vision of human being that could save future generations from a degrading consumerism on the one hand and violent over‐reaction on the other. (shrink)

Richard Stopford, in criticizing my defense of purist restoration, attributes to me and refutes a metaphysical view I do not have concerning the identity and persistence conditions of an art work. I took for granted the ordinary idea of identity as continuity-in-space-and-time-under-a-sortal-concept, such as statue. I argued that Michelangelo’s Pietà remained the same statue after it was disfigured but that the damage was irreparable. By fixing molded prosthetics to the ruined work of art, the Vatican introduced a macaronic element into (...) one’s aesthetic attitude toward the Pietà by making one attend simultaneously, without any visual guidance as to which is which, to parts of the statue that were completed by Michelangelo’s hand and intended to be a work of art and pieces added in the twentieth century for an different purpose, e.g., to make viewing the statue less disconcerting than a recognition of the damage would demand. An integral restoration, in contrast, allows one both to envision the art work as created and to grieve for what has been lost. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art as Occupations:Two Neglected Roots of John Dewey's AestheticsAuthors: Fabio Campeotto (Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET, Univ. Nacional de La Rioja); Juan Manuel Saharrea (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET) and Claudio M. Viale (CONICET, Universidad Católica de Córdoba-Unidad Asociada al CONICET). Campeotto and Saharrea contributed similarly to the development of this work. Language edition: Rita Karina Plascencia, https://www.rkplasencia.com/. This article was made in (...) the frame of two research projects: "Pragmatismo y educación: Fundamentos teóricos y abordajes empíricos," financed by the Universidad Católica de Córdoba (2019–2023); and "Praxis, experimentalismo, aprendizaje y democracia: hacia una reevaluación de la filosofía de la educación contemporánea," PICT 2020 serie A 01539 financed by the Fondo para la Investigación Científica y Tecnológica (FONCyT). Both projects were under the direction of C. M. Viale.undoubtedly, art as experience1 is one of the most important texts by John Dewey, as well as his most systematic approach to aesthetics.2 This book usually appears in the literature as an almost mandatory reading for interpreters of classical pragmatism, and it is praised as an ineludible reference for those interested in aesthetics from a pragmatic point of view. However, this justified centrality tends to invisibilize two important veins of Dewey's thought: the vital role of his fragmentary or piecemeal approach to aesthetics, on one hand, and the relevance of his educational conceptions in relation to aesthetics, on the other.Going beyond the centrality of Art as Experience toward a comprehensive and contemporary view of Dewey's aesthetics entails looking upon three elements of his thought: Firstly, Dewey's works—some of them considered minor and some implicit or sporadic references in canonical texts—depicting the links between education and aesthetics in his philosophy as well as texts that belong to his fragmentary approach to aesthetics. Secondly, his systematic development of aesthetics, mainly in Art as Experience, where Dewey presents his conceptions at length. Thirdly, what we could call a re-evaluated aesthetics, which consists in a contemporary attempt to integrate diverse aspects of his philosophy, trying to overcome some weaknesses in his theoretical developments, especially regarding his dealing with the links between education and [End Page 1] aesthetics. It is necessary to remark that these links were neither adequately addressed by Dewey nor exhaustively examined by the literature, as far as we know. We hold that it is crucial to make them critically explicit, in order to get fruitful contemporary approaches not only to Dewey's aesthetics but also to his pedagogy and philosophy of education.Thus, the core question of this article is the following: How should the educational root of Dewey's aesthetics have worked? Or, more precisely, how should he have explicitly or meticulously conceived aesthetics in relation to his educational developments? We think that two neglected roots of Dewey's writings related to aesthetics can help us to re-evaluate it: what we call its fragmentary approach and Albert C. Barnes's role in it, on one hand, and a coherent articulation among occupation, art teaching, and the overcoming of the distinction between vocational and humanistic education, on the other.To carry out our task, we have divided this article into three parts. In the first (The Genesis of Dewey's Aesthetics: A Re-interpretation), we argue how to interpret the emergence of Dewey's aesthetics. In the second (Dewey and Education: Central Issues), we present the key aspects of this topic related to our purposes. In the third section (Two Neglected Roots of Dewey's Aesthetics), we develop our argument by describing how to recover these sources, and also by showing how Dewey's aesthetics could be critically re-evaluated or reconstructed from a contemporary viewpoint. Finally, we put forward a conclusion.The Genesis of Dewey's Aesthetics: A Re-interpretationIt is well-known that Dewey's aesthetics is usually equated with Art as Experience. This is part of the canonical interpretations that tend to conceive Dewey's philosophy in, using his term, grooves (LW 2:113). Democracy and Education... (shrink)