Philosophical Investigation of Maxine Greene’s Aesthetics Theory for K-12 Education

The dissertation title is “A Philosophical Investigation of Maxine Greene’s Aesthetics Theory for K-12 Education” by Karen L. McDonald-Currence.
It is submitted for the degree of Doctor of Philosophy in Education at the University of Tennessee, Knoxville, under the guidance of Barbara J. Thayer-Bacon.

Acknowledges family, friends, and faculty for support.
Expresses gratitude for specific individuals who inspired and assisted throughout the doctoral journey.

Discusses the philosophical investigation into how Maxine Greene’s aesthetics theory applies to K-12 education.
Key question: What does Greene’s aesthetics theory offer K-12 education and educational reform?
Theoretical foundations include cultural studies, critical pedagogy, care theory, social justice in aesthetic education, and imagination.
Introduces The Web of Betweeness theory describing imagination as a dual role of self-discovery and creative action.

McDonald-Currence shares her background and experience with art and education.
Highlights challenges faced in inner-city education and increasing student diversity.
Emphasizes the role of teachers in shaping student identity and citizenship through education.

Cultural Studies: An interdisciplinary field examining socio-political elements in education. Focuses on the relationship between society and teaching/learning processes.
Critical Pedagogy: Inspired by Paulo Freire, emphasizes the need for education to address social inequities and engage students in their learning.
Care Theory: Derived from the work of Nel Noddings; emphasizes the importance of relationships in education and the necessity of nurturing students through care.
Social Justice in Aesthetic Education: Advocates for an equitable arts education accessible to all students regardless of background.

Introduces Greene's influences and writings that shape her aesthetics theory.
Discusses the importance of wide-awakeness, open spaces in education, and imaginative engagement.

Becoming Wide-Awake:
- Encourages self-awareness and critical reflection through the arts.
- Enables students to explore their identities and questions.
Opening Spaces:
- Emphasizes creating environments conducive to imaginative thinking and aesthetic experiences.
- Encourages diverse perspectives and active engagement in learning.
Importance of Imagination:
- Imagination as a fundamental component of human thought.
- Vital for empathy and understanding others’ perspectives.

Developed by McDonald-Currence to expand upon Greene’s theory.
Defines imagination as an electrically charged thought that connects personal identity with creativity and action.
Discusses the role of imagination in forming social connections and producing change.

Advocates for integrating aesthetic education into curriculum.
Supports arts education as essential for fostering creativity and critical thinking in students.
More specifically, calls for a model of family academies that combines aesthetics education with social justice and community building.

Illustrates success stories and student engagements in diverse classrooms.
Shares personal anecdotes demonstrating the transformation through aesthetic education in her teaching practice.

Encourages teachers to serve as facilitators and mentors, nurturing creativity.
Art educators need to balance artistic practice with educational strategies to enhance student learning experiences.

Proposing arts should hold equal importance as other core subjects in schools.
Suggests curriculum development that values diverse cultural inputs and artistic expression.
Emphasizes the need to cultivate imagination and empathy through critical encounters with the arts.

Reiterates the importance of Greene’s and McDonald-Currence’s aesthetics theory as a framework for educational reform in K-12 settings.
Encourages ongoing dialogue, creativity, and community building within education using a holistic approach to aesthetic experiences.