ABSTRACT
What are the consequences of all of these findings for teaching science? What educational conclusions can be drawn from the observations of teachers’and students’ aesthetic experiences? To answer these questions, I return to three of the a priori assumptions that were reconstructed in the first part of the book, to develop them further in this chapter in light of the findings presented in the second part. The first a priori assumption that was reconstructed dealt with aesthetics being contradictory to science. As should be clear by now, this is not the case. Nevertheless, I start this chapter by pointing out what the consequences would be of excluding aesthetic experience from science teaching, if we for any reason might still have the idea that science could do without aesthetics. My intent is to show that some of the consequences of eschewing aesthetics would be devastating to what most of us value in science education. This theme is the subject of the first section, “Science Stops Without Aesthetic Experiences.”
