ABSTRACT
Aesthetic experiences of the studied science classes were not just of merely normative continuity. They were also continuous with other kinds of experiences. Aesthetic experiences dealt not only with what the students should do, but they were also continuous with cognitive aspects concerning what is the case. One example was found in turn 128, where Sonya of the zoology class used a negative aesthetics about a hindrance that was represented by the cognitively confusing mouthparts. Cognitive relations were also apparent in aesthetic experiences that were inquiries about what would ordinarily be referred to as scientific facts and to qualities of scientific phenomena. Additionally, through their normative consequences, aesthetics judgments were also involved in giving reasons for action and thereby in scientific argumentation, a practice that is often seen as a purely cognitive enterprise (cf. the introduction). I first treat the factual content of aesthetics and then turn to its role in giving reasons.
