本文主要在介紹杜威的美學思想，並舉後現代藝術家卡布羅的偶發藝術，與一個後現代藝術教育的服務學習方案的實例，來說明杜威的思想如何應用在後現代藝術與教育中，以幫助我們指引出後現代藝術教育的積極正向的方向。 Rorty和Hassan都曾經提及，在後現代的方向上，應重新重視杜威的見解。杜威的美學思想，建議我們回到人生的「平常經驗」（common experience）。杜威提出了所謂「完整經驗」與「藝術經驗」的看法，認為審美的性質存在於每個「完整的經驗」中，而當我們具備了更多心靈經驗成長的條件，使完整經驗有更強烈的內涵與意義時，則是更高層次的「藝術經驗」。要擁有藝術經驗必須是真誠地，起而行勇敢去經驗，面對挑戰，全方位地去感受，如眼見、耳聽、味覺、理智與情感的感覺，並因此而產生某種正向的熱情。杜威此種見解乃是從根源去思考藝術在人生中的價值與意義，而非先認定何者為藝術品，再來解釋藝術之所以為藝術，相當強調正向的人生經驗成長的意義。挑戰了傳統中人們對藝術的看法，但卻是後現代主義的藝術觀所能相容的。 本為最後將舉後現代偶發藝術家卡布羅的「偶發藝術」與「服務學習做為後現代藝術教育的教學法」二者為例，來說明本杜威的美學思想在後現代藝術教育中的應用。

The purpose of the article is to study Dewey's aesthetics and it's application in postmodern art education. The application is such as “Kaprow's Happenings” and “service-learning as postmodern art pedagogy”. Both Rorty and Hassan had ever mentioned that we should rethink the importance of Dewey's idea in postmodern world. Just as Dewey said about artistic objects in “Art as experience that “this ” task is to restore continuity between the refined and intensified forms of experience that are works of art and the everday events, doing, and sufferings that are universally recognized to constitute experience.” The concept of Dewey's aesthetics is different from what people think in traditional art, but it could be consistent with what postmodern artist think. In Dewey's aesthetics, “an experience” and “an artistics experience” are two important concepts different from so called “normal experience”. “An experience” of thinking has its own esthetic quality, and it could be enhanced to be “an artistic experience” when it had more intensity and meaning. To have an artistic experience, we must experience and feel sincerely, such as seeing, hearing, tasting, reason, feeling and positive passion.