In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas, and educative experience. They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings.

中文翻译：

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变革经验理论的哲学基础

在本文中，Kevin Pugh，Dylan Kriescher，Simon Cropp和Maaly Younis通过解释理论如何从约翰·杜威的审美经验，知识经验和教育经验哲学中重新出现，重新审视了转换经验（TE）理论的哲学根源。在此过程中，作者明确界定的变革经验和核心素质之间的联系杜威构造如的经验，想法和教育性的经验。然后，他们分享了使用TE理论框架进行的研究中的一些经验发现，重点是致力于发展变革性经验的教学法的研究。最后，作者将TE理论的局限性作为杜威美学和教育经验哲学的代表，并考虑了其他理论观点（包括科学崇高，浪漫主义科学和批判理论）的贡献如何有助于弥补这些缺陷。