In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links “democracy” with a distinctive understanding of “experience.” For Dewey, the value of educational experiences lies in “the unity or integrity of experience.” In Art as Experience, Dewey presents aesthetic experience as the fundamental form of human experience that undergirds all other forms of experiences and that can bring together multiple forms of experiences, locating this form of experience in the work of artists. Particularly relevant to the focus of this essay, computational literacy, Dewey calls the process through which a person transforms a material into an expressive medium an aesthetic experience. Farris and Sengupta argue that the kind of experience that is appropriate for a democratic education in the context of children's computational science is essentially aesthetic in nature. Given that aesthetics has received relatively little attention in STEM education research, the authors' purpose here is to highlight the power of Deweyan aesthetic experience in making computational thinking available and attractive to all children, including those who are disinterested in computing, and especially those who are likely to be discounted by virtue of location, gender, or race.

中文翻译：

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使儿童计算民主化：将计算科学作为审美经验学习

在本文中，艾米·沃斯·法里斯（Amy Voss Farris）和普拉蒂·圣古塔（Pratim Sengupta）认为，科学课中采用民主方式进行儿童计算教育的方法必须着眼于儿童体验的美学。在民主与教育中，杜威将“民主”与对“经验”的独特理解联系在一起。对于杜威而言，教育经验的价值在于“经验的统一性或完整性”。在《作为体验的艺术》中，杜威将审美体验作为人类体验的基本形式呈现出来，它是所有其他形式的体验的基础，并且可以将多种形式的体验结合在一起，从而将这种体验形式定位于艺术家的作品中。与本文的重点（计算素养）特别相关的是，杜威将人们将材料转化为表达媒介的过程称为审美体验。Farris和Sengupta认为，在儿童的计算科学的背景下，适合于民主教育的那种体验本质上本质上是审美的。鉴于美学在STEM教育研究中受到的关注相对较少，作者的目的是强调杜威美学经验的力量，使计算思维可供所有儿童使用，并吸引所有儿童，包括对计算不感兴趣的孩子，尤其是那些可能因地理位置，性别或种族而打折。