Due to a historical separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more ‘essential’ cognitive qualities - particularly in the domain of science. As a result of this disconnect feelings of awe, wonder, and astonishment as well as appreciation have been largely ignored in the working lives of scientists. In turn, I believe that science education has not accurately portrayed the world of science to our students. In an effort to bring the affective qualities of science into the science classroom, I have drawn on Dewey’s notion of aesthetic experiences along with the philosophical writings of the sublime by Edmund Burke (1757) and Immanuel Kant (1764, 1790) to explore a new construct I have called the “scientific sublime”.
|Pages (from-to)||in press|
|Journal||Culture and Education|
|Issue number||in press|
|State||Published - Apr 2014|