ABSTRACT
That an aesthetic experience has normative continuity means that it does not just deal with what someone likes or dislikes but also-at the same time-with what is the right or wrong way to act. Hence, in an aesthetic experience people become involved in the acts of distinguishing and selecting what belongs and does not belong to a certain activity. In examining all the aesthetic judgments used by the students and the teachers, it became evident that they in most cases had such normative consequences. It also became evident that the moments where the aesthetic judgments were uttered were not isolated events, but rather were part of whole experiences either of anticipation or of consummation. In this chapter, numerous examples are given to illustrate this normative role of aesthetic experience in learning science.
