Educación y arte. Acerca de John Dewey
1 recurso en línea (páginas 135-164).
- Autores:
-
Campeotto, Fabio
Viale, Claudio Marcelo
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
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- RiUPTC: Repositorio Institucional UPTC
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- spa
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- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2375
- Palabra clave:
- Dewey, John 1859-1952 - Pensamiento filosófico
Estética - Filosofía
Filosofía moderna
John Dewey
Barnes
Estética
Educación
Arte
Pragmatismo
Clásico
- Rights
- openAccess
- License
- Copyright (c) 2017 Universidad Pedagógica y Tecnológica de Colombia
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Educación y arte. Acerca de John Dewey |
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Education and art. Regarding John Dewey |
| title |
Educación y arte. Acerca de John Dewey |
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Educación y arte. Acerca de John Dewey Dewey, John 1859-1952 - Pensamiento filosófico Estética - Filosofía Filosofía moderna John Dewey Barnes Estética Educación Arte Pragmatismo Clásico |
| title_short |
Educación y arte. Acerca de John Dewey |
| title_full |
Educación y arte. Acerca de John Dewey |
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Educación y arte. Acerca de John Dewey |
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Educación y arte. Acerca de John Dewey |
| title_sort |
Educación y arte. Acerca de John Dewey |
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Campeotto, Fabio Viale, Claudio Marcelo |
| dc.contributor.author.none.fl_str_mv |
Campeotto, Fabio Viale, Claudio Marcelo |
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Dewey, John 1859-1952 - Pensamiento filosófico Estética - Filosofía Filosofía moderna |
| topic |
Dewey, John 1859-1952 - Pensamiento filosófico Estética - Filosofía Filosofía moderna John Dewey Barnes Estética Educación Arte Pragmatismo Clásico |
| dc.subject.proposal.spa.fl_str_mv |
John Dewey Barnes Estética Educación Arte Pragmatismo Clásico |
| description |
1 recurso en línea (páginas 135-164). |
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2018-02-04 |
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2019-02-04T21:03:45Z |
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Campeotto, F. & Viale, C. M. (2017). Educación y arte. Acerca de John Dewey. Cuestiones de Filosofía, 3(21), 135-164. DOI: https://doi.org/10.19053/01235095.v3.n21.2017.7705. http://repositorio.uptc.edu.co/handle/001/2375 |
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Campeotto, F. & Viale, C. M. (2017). Educación y arte. Acerca de John Dewey. Cuestiones de Filosofía, 3(21), 135-164. DOI: https://doi.org/10.19053/01235095.v3.n21.2017.7705. http://repositorio.uptc.edu.co/handle/001/2375 2389-9441 10.19053/01235095.v3.n21.2017.7705 |
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Alexander, T. M. (1987). John Dewey’s Theory of Art, Experience and Nature. The Horizons of Feeling. Albany: State University of New York Press. Barnes, A. C. (1925). The Art in Painting. Merion: Barnes Foundation Press. Barnes, A. C. (1949). Dewey and Art. New Leader, 32, pp. S-4. Barnes, A. C. (1929). Preface. Art and Education. J. Dewey, A.C. Barnes et. al. (Eds.). Merion: Barnes Foundation Press, pp. v-vii. Barnes, A. C. y De Mazia, V. (1935). The Art of Renoir. Merion: Barnes FoundationPress. Bernstein, R. (2006). El Abuso del mal: la corrupción de la política y la religión desde el 11/9. (Trad. A. Vassallo, W. I. Weinstahl). Buenos Aires: Katz. Costantino, T. E. (2004). Training Aesthetic Perception: John Dewey on the Educational Role of the Art Museum. Educational Theory, 54 (4), pp. 399-417. Croce, B. (1930). Intorno all’Estetica del Dewey. La Critica, 38, pp. 348- 353 Croce, B. (1948). On the Aesthetics of Dewey. The Journal of Aesthetics and Art Criticism, 6 (3), pp. 203-207. De Mazia, V. (1988). The Barnes Foundation: The Display of Its Collection. Merion: The Barnes Foundation Press Dennis, L. J., (1972). Dewey’s Debt to Albert Coombs Barnes. Educational Theory, 22 (3), pp. 325-333. Dewey, J. (1984 [1926]a). Art in Education - Education in Art. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of John Dewey. vol. 2 (1925-1927). (pp. 111-115). Carbondale and Edwardsville: Southern Illinois University Press Dewey, J. (1984 [1926]b). The Changing Intellectual Climate. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of JohnDewey. vol. 2 (1925-1927). (pp. 222-226). Carbondale and Edwardsville: Southern Illinois University Press. Dewey, J. (1984 [1926]c). Affective Thought. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of John Dewey. vol. 2 (1925- 1927). (pp. 104-110). Carbondale and Edwardsville: Southern Illinois University Press. Dewey, J. (1987 [1934]). Art as Experience. J. A. Boydston (Ed.), The Collected Works of John Dewey, The Later Works. vol. 10 (1934). Carbondale and Edwardsville: Southern Illinois University Press. Dewey, J. (1989 [1948]). A Comment on the Foregoing Criticism. J. A. Boydston (Ed.), The Collected Works of John Dewey, The Later Works of John Dewey. vol. 15 (1942-1948). (pp. 98-101). Carbondale and Edwardsville: Southern Illinois University Press. Dewey, J. (1998 [1916]). Democracia y educación. (Trad. L. Luzuriaga). Madrid:Morata. Dewey, J.(2008 [1920]). John Dewey to Albert C. Barnes. L. Hickman (ed.). The Correspondence of John Dewey. vol. 2: 1919-1939. Electronic Edition. Date: 1920.01.15. Number: 04091. Dewey, J. (2008 [1931]). John Dewey to Albert C. Barnes. L. Hickman (ed.). The Correspondence of John Dewey. vol. 2: 1919-1939. Electronic Edition. Date: 1931.03.09. Number: 04292. Dewey, J. (2008 [1934]). El arte como experiencia. (Trad. J. Claramonte). Barcelona: Paidós. Dolkart, J. F. (2012). To See as the Artist Sees: Albert C. Barnes and the Experiment in Education. J. F. Dolkart, M. Lucy, D. Gillman (Eds.), The Barnes Foundation Masterworks (pp. 9-29). Nueva York: Skira-Rizzoli. Douglas, G. H. (1970). A Reconsideration of Dewey-Croce exchange. Journal of Aesthetics and Art Criticism, 28 (4). pp. 497-504. Feinberg, W. (2013). Saving a Progressive Vision: Moving the Barnes Collection. International Journal of Progressive Education, 9 (1). pp. 59-72. Granger, D. A. (2006). John Dewey, Robert Pirsig and the Art of Living: Revisioning Aesthetic Education. Nueva York: Palgrave MacMillan. Granger, D. A. (2007). A “Scientific Aesthetic” Method: John Dewey, Albert Barnes and the Question of Aesthetic Formalism. Education and Culture, 23 (2). pp. 52-56. Greenfield, H. (1987). The Devil and Dr. Barnes. Nueva York: Viking. Hansen, D. T. (Ed.). (2006). John Dewey and Our Educational Prospect: aCritical Engagement with Dewey’s Democracy and Education. Albany: State University of New York Press. Hein, G. E. (2011). Dewey’s Debt to Barnes. Curator: The Museum Journal, 54 (2). pp. 123-139. Hein, G. E. (2017). John Dewey and Albert C. Barnes: a Deep and Mutually RewardingFriendship. Dewey Studies, 1 (1). pp. 44-78 Hook, S. (1952). Some Memories of John Dewey. Commentary, 14 (3). pp. 245-253. Hookway, Ch. (2013). Pragmatism. Stanford Encyclopedia of Philosophy. Revisado el 08 de agosto de 2017. En https://plato.stanford.edu/entries/pragmatism/. Kaplan, A. (1987). Introduction. J. A. Boydston (Ed.). Art as Experience. The Collected Works of John Dewey, The Later Works, Vol. 10 (1934) (pp. vii-xxxiii). Carbondale and Edwardsville: Southern Illinois University Press. Locke, A. (1968 [1925]). The New Negro. A. Locke (Ed.). The New Negro (pp. 3-16). Nueva York: Atheneum Matisse, H. (1993 [1930]). Statement to Tériade: On Travel, 1930. J. Flam (Ed.). Matisse on Art (pp. 87-92). Berkeley y Los Ángeles: California University Press. McWhinnie, H. (1994). Some Reflections on the Barnes Collection. Art Education, 47 (6). pp. 22-34 Misak, Ch. (2013). The American Pragmatist. Oxford: Oxford University Press. Nussbaum, M. C. (2010). Sin fines de lucro: por qué la democracia necesita de las Humanidades. (Trad. M.V. Rodil). Buenos Aires: Katz. Rorty, R. (1996 [1982]). Consecuencias del pragmatismo. (Trad. J.M.E. Cloquell). Madrid: Tecnos. Ryan, A. (1995). John Dewey and the High Tide of American Liberalism. Nueva York: W.W. Norton. Shusterman, R. (2000). Pragmatist Aesthetics: Living Beauty, Rethinking Art. Lanham: Rowman and Littlefield. Shusterman, R. (2002). Surface and Depth: Dialectics of Criticism and Culture. Ithaca y Londres: Cornell University Press. Wexler, T. (2013). Collective Expressions: the Barnes Foundation and Philadelphia. Tesis de maestría. Bowling Green State University. Sin publicar. Whitehead, A. N. (1948 [1925]). Science and the Modern World. Nueva York: Pelican Mentor Books. |
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Campeotto, FabioViale, Claudio Marcelo2019-02-04T21:03:45Z2019-02-04T21:03:45Z2018-02-04Campeotto, F. & Viale, C. M. (2017). Educación y arte. Acerca de John Dewey. Cuestiones de Filosofía, 3(21), 135-164. DOI: https://doi.org/10.19053/01235095.v3.n21.2017.7705. http://repositorio.uptc.edu.co/handle/001/23752389-9441http://repositorio.uptc.edu.co/handle/001/237510.19053/01235095.v3.n21.2017.77051 recurso en línea (páginas 135-164).Los propósitos de este artículo son dos: en primer lugar, presentar los rasgos característicos tanto de la filosofía de la educación como de la estética de Dewey y su íntima vinculación; en segundo lugar, señalar la relevancia que la influencia de Albert C. Barnes tiene para el desarrollo de las concepciones de arte y de educación del autor de Art as Experience. Para mostrar la influencia de Barnes en Dewey, tópico pasado por alto por la literatura secundaria o solo tratado superficialmente, utilizamos diversos elementos, especialmente la reseña que Dewey escribe sobre el libro de Barnes, The Art in Painting (1925), titulada “Art in Education - Education in Art” (1926) y que traducimos en este número de la revistaThis article has two objectives. Firstly, it aims to introduce the chacacteristics of both the philosophy of edcuation of the Dewey's aesthetics as well as their clse relationship. Secondly, to point out the relevance of Albert C. Barners's influence to develop art and education concepts over the author Art as Experiences. To demonstrante Barnes's influence over Dewey, a subject that has been overlooked or superficially analyzed in secondary literature, we use diverse elements, especially Dewey review of Barners's book. The art the painting (1925), entitled "Art education - education in art" (1926), translated in this magazine issue.Bibliografía y webgrafía: páginas 161-164.application/pdfspaUniversidad Pedagógica y Tecnológica de ColombiaCopyright (c) 2017 Universidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/cuestiones_filosofia/article/view/7705/5979Educación y arte. Acerca de John DeweyEducation and art. Regarding John DeweyArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85Alexander, T. M. (1987). John Dewey’s Theory of Art, Experience and Nature. The Horizons of Feeling. Albany: State University of New York Press.Barnes, A. C. (1925). The Art in Painting. Merion: Barnes Foundation Press.Barnes, A. C. (1949). Dewey and Art. New Leader, 32, pp. S-4.Barnes, A. C. (1929). Preface. Art and Education. J. Dewey, A.C. Barnes et. al. (Eds.). Merion: Barnes Foundation Press, pp. v-vii.Barnes, A. C. y De Mazia, V. (1935). The Art of Renoir. Merion: Barnes FoundationPress.Bernstein, R. (2006). El Abuso del mal: la corrupción de la política y la religión desde el 11/9. (Trad. A. Vassallo, W. I. Weinstahl). Buenos Aires: Katz.Costantino, T. E. (2004). Training Aesthetic Perception: John Dewey on the Educational Role of the Art Museum. Educational Theory, 54 (4), pp. 399-417.Croce, B. (1930). Intorno all’Estetica del Dewey. La Critica, 38, pp. 348- 353Croce, B. (1948). On the Aesthetics of Dewey. The Journal of Aesthetics and Art Criticism, 6 (3), pp. 203-207.De Mazia, V. (1988). The Barnes Foundation: The Display of Its Collection. Merion: The Barnes Foundation PressDennis, L. J., (1972). Dewey’s Debt to Albert Coombs Barnes. Educational Theory, 22 (3), pp. 325-333.Dewey, J. (1984 [1926]a). Art in Education - Education in Art. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of John Dewey. vol. 2 (1925-1927). (pp. 111-115). Carbondale and Edwardsville: Southern Illinois University PressDewey, J. (1984 [1926]b). The Changing Intellectual Climate. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of JohnDewey. vol. 2 (1925-1927). (pp. 222-226). Carbondale and Edwardsville: Southern Illinois University Press.Dewey, J. (1984 [1926]c). Affective Thought. J. A. Boydston (Ed.), The Collected Works of John Dewey. The Later Works of John Dewey. vol. 2 (1925- 1927). (pp. 104-110). Carbondale and Edwardsville: Southern Illinois University Press.Dewey, J. (1987 [1934]). Art as Experience. J. A. Boydston (Ed.), The Collected Works of John Dewey, The Later Works. vol. 10 (1934). Carbondale and Edwardsville: Southern Illinois University Press.Dewey, J. (1989 [1948]). A Comment on the Foregoing Criticism. J. A. Boydston (Ed.), The Collected Works of John Dewey, The Later Works of John Dewey. vol. 15 (1942-1948). (pp. 98-101). Carbondale and Edwardsville: Southern Illinois University Press.Dewey, J. (1998 [1916]). Democracia y educación. (Trad. L. Luzuriaga). Madrid:Morata.Dewey, J.(2008 [1920]). John Dewey to Albert C. Barnes. L. Hickman (ed.). The Correspondence of John Dewey. vol. 2: 1919-1939. Electronic Edition. Date: 1920.01.15. Number: 04091.Dewey, J. (2008 [1931]). John Dewey to Albert C. Barnes. L. Hickman (ed.). The Correspondence of John Dewey. vol. 2: 1919-1939. Electronic Edition. Date: 1931.03.09. Number: 04292.Dewey, J. (2008 [1934]). El arte como experiencia. (Trad. J. Claramonte). Barcelona: Paidós.Dolkart, J. F. (2012). To See as the Artist Sees: Albert C. Barnes and the Experiment in Education. J. F. Dolkart, M. Lucy, D. Gillman (Eds.), The Barnes Foundation Masterworks (pp. 9-29). Nueva York: Skira-Rizzoli.Douglas, G. H. (1970). A Reconsideration of Dewey-Croce exchange. Journal of Aesthetics and Art Criticism, 28 (4). pp. 497-504.Feinberg, W. (2013). Saving a Progressive Vision: Moving the Barnes Collection. International Journal of Progressive Education, 9 (1). pp. 59-72.Granger, D. A. (2006). John Dewey, Robert Pirsig and the Art of Living: Revisioning Aesthetic Education. Nueva York: Palgrave MacMillan.Granger, D. A. (2007). A “Scientific Aesthetic” Method: John Dewey, Albert Barnes and the Question of Aesthetic Formalism. Education and Culture, 23 (2). pp. 52-56.Greenfield, H. (1987). The Devil and Dr. Barnes. Nueva York: Viking. Hansen, D. T. (Ed.). (2006). John Dewey and Our Educational Prospect: aCritical Engagement with Dewey’s Democracy and Education. Albany: State University of New York Press.Hein, G. E. (2011). Dewey’s Debt to Barnes. Curator: The Museum Journal, 54 (2). pp. 123-139.Hein, G. E. (2017). John Dewey and Albert C. Barnes: a Deep and Mutually RewardingFriendship. Dewey Studies, 1 (1). pp. 44-78Hook, S. (1952). Some Memories of John Dewey. Commentary, 14 (3). pp. 245-253.Hookway, Ch. (2013). Pragmatism. Stanford Encyclopedia of Philosophy. Revisado el 08 de agosto de 2017. En https://plato.stanford.edu/entries/pragmatism/.Kaplan, A. (1987). Introduction. J. A. Boydston (Ed.). Art as Experience. The Collected Works of John Dewey, The Later Works, Vol. 10 (1934) (pp. vii-xxxiii). Carbondale and Edwardsville: Southern Illinois University Press.Locke, A. (1968 [1925]). The New Negro. A. Locke (Ed.). The New Negro (pp. 3-16). Nueva York: AtheneumMatisse, H. (1993 [1930]). Statement to Tériade: On Travel, 1930. J. Flam (Ed.). Matisse on Art (pp. 87-92). Berkeley y Los Ángeles: California University Press.McWhinnie, H. (1994). Some Reflections on the Barnes Collection. Art Education, 47 (6). pp. 22-34Misak, Ch. (2013). The American Pragmatist. Oxford: Oxford University Press.Nussbaum, M. C. (2010). Sin fines de lucro: por qué la democracia necesita de las Humanidades. (Trad. M.V. Rodil). Buenos Aires: Katz.Rorty, R. (1996 [1982]). Consecuencias del pragmatismo. (Trad. J.M.E. Cloquell). Madrid: Tecnos.Ryan, A. (1995). John Dewey and the High Tide of American Liberalism. Nueva York: W.W. Norton.Shusterman, R. (2000). Pragmatist Aesthetics: Living Beauty, Rethinking Art. Lanham: Rowman and Littlefield.Shusterman, R. (2002). Surface and Depth: Dialectics of Criticism and Culture. Ithaca y Londres: Cornell University Press.Wexler, T. (2013). Collective Expressions: the Barnes Foundation and Philadelphia. Tesis de maestría. Bowling Green State University. Sin publicar.Whitehead, A. N. (1948 [1925]). Science and the Modern World. Nueva York: Pelican Mentor Books.Cuestiones de Filosofía;Volumen 3, número 21 (Junio-Diciembre 2017)Dewey, John 1859-1952 - Pensamiento filosóficoEstética - FilosofíaFilosofía modernaJohn DeweyBarnesEstéticaEducaciónArtePragmatismoClásicoORIGINALPPS_1008_Educacion_arte_dewey.pdfPPS_1008_Educacion_arte_dewey.pdfArchivo principalapplication/pdf7797805https://repositorio.uptc.edu.co/bitstreams/5ea685fc-219f-466d-92f8-fd0cc2562869/download4689e3aeba8ba94560ef88a1ad71b70aMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814798https://repositorio.uptc.edu.co/bitstreams/2fce104e-e2c1-4a0f-9346-d9361c2aefb5/download88794144ff048353b359a3174871b0d5MD52TEXTPPS-1008.pdf.txtPPS-1008.pdf.txtExtracted texttext/plain20843https://repositorio.uptc.edu.co/bitstreams/c4fd42e5-5089-45cf-a293-c167f68d9c4a/download6c8bfb9f6dd7ae48f65322be23f6eec2MD53PPS_1008_Educacion_arte_dewey.pdf.txtPPS_1008_Educacion_arte_dewey.pdf.txtExtracted 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