The Experience of Doing Science with an Artistic Spirit

In today s science-dominated society, what
importance do the arts hold? Historically, many
eminent scientists engaged in the arts, but little
qualitative research showcases scientists today who
do. This work gives voice to four contemporary
highly able scientists with expertise in their field
who self-identified as actively engaged in fine
arts. Shared are their perceived experiences of
doing science and the role of the arts in their work
and lives as scientists. Through hermeneutic
phenomenological methodology using thematic
analysis, four themes emerged: 1)Risking Success in
a Scientific Vocation; 2)Feeling Healthy through the
Arts; 3)Gaining and Giving Different Perspectives
through the Arts; 4)Feeling Connected to Something
More through the Arts. Each theme alludes to an
aspect of aesthetic experience or extracognition
(that which does not come from basic cognitive
influences), emphasizing the role of the arts in
attaining such experiences. Implications are
discussed on aesthetic experience, extracognition and
interdisciplinary education in today s context of
science education. This work will be insightful for
science and art educators and gifted education.

Autorentext

M.A in Special Education (with a concentration in High Ability Studies) at the University of British Columbia, Canada.

Klappentext

In today's science-dominated society, what importance do the arts hold? Historically, many eminent scientists engaged in the arts, but little qualitative research showcases scientists today who do. This work gives voice to four contemporary highly able scientists with expertise in their field who self-identified as actively engaged in fine arts. Shared are their perceived experiences of doing science and the role of the arts in their work and lives as scientists. Through hermeneutic phenomenological methodology using thematic analysis, four themes emerged: 1)Risking Success in a Scientific Vocation; 2)Feeling Healthy through the Arts; 3)Gaining and Giving Different Perspectives through the Arts; 4)Feeling Connected to Something More through the Arts. Each theme alludes to an aspect of aesthetic experience or extracognition (that which does not come from basic cognitive influences), emphasizing the role of the arts in attaining such experiences. Implications are discussed on aesthetic experience, extracognition andinterdisciplinary education in today's context ofscience education. This work will be insightful forscience and art educators and gifted education.