Potential Abstract:
Abstract: This research study explores the intersection of innovative aesthetics and education by examining the potential of Non-Fungible Tokens (NFTs) within a Deweyan framework in rural educational settings. NFTs are unique digital assets that have gained significant attention in the art world and beyond. Drawing on John Dewey’s philosophy of education, which emphasizes hands-on learning, creativity, and the integration of art and experience, this study investigates how NFTs can be leveraged to enhance educational experiences for students in rural areas. The research employs a mixed-methods approach, including qualitative interviews with educators, administrators, and students, as well as quantitative analysis of NFT adoption and impact on learning outcomes. Findings suggest that NFTs have the potential to stimulate creativity, critical thinking, and digital literacy skills among rural students, while also raising questions about accessibility, equity, and cultural relevance. This study contributes to the ongoing dialogue around innovative pedagogical practices and the role of aesthetics in education, particularly in underserved communities. Implications for curriculum development, teacher training, and policy making are discussed, with recommendations for integrating NFTs into the educational landscape in a way that aligns with Deweyan principles and addresses the unique needs of rural learners.
Potential References:
- Considering Deweyan Cultural Naturalism as a Philosophy of Art (s) Education: Restoring Continuity
- Visual Multy-Literacy and Education
- Considering Deweyan Cultural Naturalism as a Philosophy of Art (s) Education
- Nice Folky Things
- ESG, Inequality And International Political Economy Problems Inherent In Regulation Of DeFi, Web5/Web3, CryptoCurrencies And Fractional-NFTs
