DescriptionThe paper argues that recognizing the crucial role of immersion for the activity of minds is another contribution to better understand other far reaching consequences of Dewey’s notion of experience. The suggestion is that the ability to be immersed lies at the core of human malleability and adaptation to changes in the environment. After describing how immersion has already shown its impact in language acquisition, the paper describes how immersion comes in different degrees and how it can enable a shift in perceptual association, which is visible in different contexts and situations (e.g. new technological dimensions and gadgets, aesthetics experience, human relationships). This leads to show that the variation of intensity of the experience of immersion can provide a better understanding of why some experiences have educational impact and are best grasped by Dewey’s description of “an experience”. The conclusion indicates how further research could provide a better grasp of immersion role for Minds and (hopefully) a possibility to choose when to embrace its power.
|Period||12 Nov 2019|
|Held at||Department of Philosophy, University of South Carolina, USA, United States|
|Degree of Recognition||International|