As John Dewey knew and Elliot Eisner knows, experience is made fuller and richer when we slow down our perception of experience:
It is true that we have certain words to designate high levels of intelligence; we describe somebody as “swift,” or “bright,” or “sharp,” or “fast on the pickup.” Speed in its swift state is a descriptor for those we call “smart.” Such folks are “a quick read.” Yet, I would argue that one of the qualities we ought to be promoting in our schools is a slowing down of perception, the ability to take one’s time, to smell the flowers, to really perceive in the Deweyan sense, and not merely to recognize what one looks at.
Recognition by contrast, Dewey pointed out, is about attaching a label to an object or event; this is an automobile, that is a wagon, this is an elm tree, that’s a pine. The task of recognition has to do with a classification and assignment of a label that stands for the event. Much of early reading instruction is of this type.
What perception entails is not so much classification or categorization, but a savoring, a qualitative exploration of a variety of qualities, qualities that constitute the qualitative wholeness of the object or event being perceived. Dewey argued, and I endorse his argument, that learning how to slow down perception is one of the primary ways in which one can enrich one’s experience. For slowed down perception to become a habitual attitude will require a cultural change in America. I do not know whether we are ready for such a change; I do know that much of human experience is dissipated or weak because of the absence of time that needs to be taken in order to see, to really see.
(Quoted from “What Education Can Learn from the Arts,” by Elliot Eisner. Pages 6 to 9 in Art Education / March 2009.)
Elliot Eisner says that the best source he knows of that distinguishes between recognition and perception is in John Dewey’s book, Art as Experience.
For a brief biography of Elliot Eisner, click here. For images of or relating to Elliot Eisner, click here.
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