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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2022, Vol. 9, Issue 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20115
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    Pole DCWartośćJęzyk
    dc.contributor.authorMontenegro Ortiz, Carlos Manuel-
    dc.date.accessioned2026-04-18T10:44:58Z-
    dc.date.available2026-04-18T10:44:58Z-
    dc.date.issued2022-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 9, Issue 1, 2022, pp. 130-145pl
    dc.identifier.urihttp://hdl.handle.net/11320/20115-
    dc.descriptionThe approaches suggested in this paper are part of a non-published doctoral thesis in education, entitled: From Experience to School Art: Towards an Art Education from John Dewey’s Philosophical Thought (Montenegro Ortiz, 2015, pp. 1–361). Original title in Spanish: De la Experiencia al Arte Escolar: Hacia una Educación Artística desde el Pensamiento Filosófico de John Dewey.pl
    dc.description.abstractAn original way to make sense of the aesthetic experience concept – in a Deweyan perspective – is from the Art-Education binomial. After studying the pragmatist philosophical category of Experience in John Dewey, a product of Doctoral theoretical research in education, it was possible to characterize a new art movement: School Art. Hence, this conceptual-theoretical finding will expand a wide range of art movements that emerged between the nineteenth century and contemporaneity: Art Nouveau, Impressionism, Abstract Art, Futurism, Action Painting, and Children’s Art, among many others. However, because of lexical reasons and hoping to achieve greater acceptance among theorists, the so-called School Art will patent from this paper as a neologism named from now on as Artscholarism. Thus, its philosophical-historical foundations, characteristics, and description will be the article’s primary purpose. In that sense, psychological and historical discussions will emerge throughout the paper. In conclusion, the new art movement – Artscholarism – comes from Deweyan thinking and is framed by creativity and a social context.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 3.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/-
    dc.subjectart and creativitypl
    dc.subjectschoolpl
    dc.subjectaesthetic experiencepl
    dc.subjectpragmatism and educationpl
    dc.subjectart movementspl
    dc.subjectJohn Deweypl
    dc.titlePragmatism and Creativity: Patenting the School Art Manifesto from Dewey’s Aesthetic Experiencepl
    dc.typeArticlepl
    dc.rights.holder© 2022 Carlos Manuel Montenegro Ortiz, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.pl
    dc.identifier.doi10.2478/ctra-2022-0007-
    dc.description.Emailcmmontenegro@educacionbogota.edu.copl
    dc.description.AffiliationSecretaría de Educación del Distrito de Bogotá, Bogotá, Cundinamarca, Colombiapl
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    dc.identifier.eissn2354-0036-
    dc.description.volume9pl
    dc.description.issue1pl
    dc.description.firstpage130pl
    dc.description.lastpage145pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
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