ABSTRACT
To Dewey, aesthetic experience was neither exclusively inner, subjective states of mind, nor a concern only of fine art. Dewey set out to recover the continuity of aesthetic experiences with our ordinary processes of living. In a similar vein, Wittgenstein made investigations into aesthetic judgments as language use as an integral part of certain human activities. When aesthetic experiences of science education are analyzed as practical epistemologies from these Deweyan and Wittgensteinian premises, aesthetic experiences can be seen to have numerous critical roles when students learn science. An understanding of these roles is crucial to better see the route learning takes in the science classroom, a route that sometimes might be other than the one we wish for.
