My concern/panic/hive-inducing-dilemma is that I had thought the term appeared in these texts. My research methodology (I call it "practice") also assumes this.
But I did come across the term "life-world" in "Teacher as Stranger." It's a term I don't recall hearing or reading before in Greene's works. Maybe "life-world" developed into "lived life" in Greene's later texts? Another reason may be that Greene's later texts ("Releasing" and "Variations") are more closely aligned with aesthetic practice. So perhaps "lived life" is rooted in Greene's aesthetic philosophy?
And if so, can I still find a bridge between Greene's use of "lived life" and her focus on social justice? Or is "lived life" distinctly and discretely contained in aesthetics without a bridge into social justice? I hope not. Nor can I imagine such discrete applications in Greene's thinking and writing.
I had a conversation yesterday with a student. She's a distance learner in my Critical Perspectives course. We were talking about Dewey's definition of the aesthetic experience as having a conclusion or end. Yet aesthetic practice sees instead a spiraling that occurs. There is no end to the aesthetic experience. Questions beget questions. Inquiry branches into inquiry. There is a spiraling that occurs where the circulating movement of questions and inquiry expands wider and wider.
In the McDermott book referenced I think above in a comment I made...there's an interesting personal "thumbnail sketch" that McDermott makes of Dewey's Art as Experience. Four points that he wanted to draw out. I read this last night. And interestingly, one of the issues addressed is the ongoing (not the termination of "an experience").
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