TYPE Systematic Review

PUBLISHED 03 October 2024

DOI 10.3389/fpsyg.2024.1328449

Aesthetic experiences and their

OPEN ACCESS transformative power: a
EDITED BY
Panagiotis Kourtesis,
American College of Greece, Greece
systematic review
REVIEWED BY
Noah Hass-Cohen, Marta Pizzolante1*, Matthew Pelowski2,3 ,
Alliant International University-San Diego, Theresa Rahel Demmer2 , Sabrina Bartolotta1 ,
United States
Aleksandra Sherman, Eleonora Diletta Sarcinella1 , Andrea Gaggioli1,4† and
Occidental College, United States
Alice Chirico1†
*CORRESPONDENCE
Marta Pizzolante 1
Research Center in Communication Psychology (PSICOM), Catholic University of the Sacred Heart of
[Link]@[Link] Milan, Milan, Italy, 2 Department of Cognition, Emotion, and Methods in Psychology, Faculty of
† These authors have contributed equally to Psychology, University of Vienna, Vienna, Austria, 3 Vienna Cognitive Science Hub, University of Vienna,
this work and share last authorship Vienna, Austria, 4 IRCCS Istituto Auxologico Italiano, Milan, Italy

RECEIVED 26October 2023

ACCEPTED 19 September 2024
PUBLISHED 03 October 2024
Background: Transformative experiences (TEs) have been conceptualized
CITATION
in many ways, contexts, magnitudes, and durations, but at their heart,
Pizzolante D, Pelowski M, Demmer TR,
Bartolotta S, Sarcinella ED, Gaggioli A and they entail some manner of adjustment, which contributes to changing
Chirico A (2024) Aesthetic experiences individuals’ worldviews, actions, views of others and/or their own feelings,
and their transformative power: a systematic
review. personality, and identity. Among the many elicitors identified as being able
Front. Psychol. 15:1328449. to foster TEs, an emerging body of literature has suggested that TEs might
doi: 10.3389/fpsyg.2024.1328449
be prevalent in aesthetics or emerged from encounters with human art.
COPYRIGHT
© 2024 Pizzolante, Pelowski, Demmer,
Beyond denoting ordinary moments characterizing our daily lives, art and
Bartolotta, Sarcinella, Gaggioli and Chirico. aesthetics could occasionally represent profound changes, causing shifts in our
This is an open-access article distributed
perceptions, beliefs and understanding of the world. However, in the realm of
under the terms of the Creative Commons
Attribution License (CC BY). The use, psychological inquiry, the extent to which art and aesthetics can be considered
distribution or reproduction in other forums potential catalysts for transformation remains a topic of debate. Furthermore,
is permitted, provided the original author(s)
and the copyright owner(s) are credited and a comprehensive identification of the key psychological components that
that the original publication in this journal is contribute to the process of transformation before, during, and after aesthetic
cited, in accordance with accepted academic
practice. No use, distribution or reproduction engagement is still missing.
is permitted which does not comply with
these terms. Aims: This systematic review endeavors to address these gaps by synthesizing
literature on aesthetic transformative experiences either from the field of
psychology or explicitly delving into the psychological impact of transformative
experiences within the realm of art and aesthetics. It encompasses both
theoretical and empirical papers to determine key aspects and psychological
components that characterize TEs.
Methods: Two major electronic databases were systematically searched. The
review was conducted in accordance with Liberati et al. (2009) and PRISMA
guidelines. All stages of the review were conducted independently by three
researchers, and the protocol was published on PROSPERO (Registration no.:
CRD42022298655).
Results: Although 39.440 studies were identified, only 23 peer-reviewed articles
were included in this review, as most studies did not explicitly delve into the
long-lasting psychological impact of art and aesthetics.
Discussion: The results confirm the potential of art and aesthetics as
elicitors of transformation regardless of the type of artwork and the usage
context. Moreover, it also identifies some psychological components necessary

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for transformation in the realm of art and aesthetics, including facilitating

conditions/pre-expectations, cognitive discrepancy, epiphany and insight, and
several after-effects on the recipient.
Conclusion: The review aids in refining and enriching the concept of
transformative experience, paving the way for further research and applications
in various fields, including not only psychology but also education and
therapeutic interventions.
Systematic review registration: [Link]
identifier CRD42022298655.

KEYWORDS

transformative experiences, aesthetic, art, emotion, transformation

Introduction has suggested that aesthetic experiences might transcend mere

entertainment or sensory stimulation, profoundly affecting our
The concept of transformative experiences (TEs) has gained perceptions, feelings, beliefs, and understanding of ourselves and
increasing attention across diverse domains and disciplines. This the world around us (Leder et al., 2012; Pelowski and Akiba,
heightened interest has led to comprehensive exploration of 2011; Marković, 2012; Pelowski et al., 2017). For instance, delving
these complex phenomena in various fields including education into an immersive book, which has the power to profoundly
(Mezirow, 1997, 2018), anthropology (Van Gennep, 1908; Turner, engage and captivate the reader, can be likened to a "portal" to
1974), technology (Gaggioli, 2016), philosophy (Paul, 2014; Carel alternate dimensions: it submerges us in narratives and immerses
and Kidd, 2020), neurobiology (Kielhöfer, 2011; Brouwer and us in the inner lives of characters (Braun and Cupchik, 2001).
Carhart-Harris, 2020) and religion (James, 1902; Stronge et al., The power of storytelling offers new perspectives, challenges
2021). preconceived notions, and creates empathy for a wide range of
In the realm of psychology, empirical evidence has significantly human experiences (Meretoja and Davis, 2017). Dipping one’s
contributed to the definition of TEs. These experiences have been Madeleine into tea and taking a taste—to take the classic example
deemed as extraordinary and unique events that bring about lasting from Proust (1981)—may flood us with memories, but also new
and sometimes irreversible changes in individuals’ self-conception, realizations about the past of our own life and relationships
worldviews, relationships, personality, and identity (Miller and (see e.g., Adorno, 1973). Similarly, visiting an art exhibition
C’de Baca, 2001). The characteristics of these experiences, which provides an opportunity to encounter visually compelling and
can take the form of an epiphany or a sudden insight, are thought-provoking works, inviting us to question established
reported to be remarkably consistent across cultures (Gaggioli, beliefs and consider alternative viewpoints (Arnold et al., 2014).
2016). However, they have also been found to affect individuals The contemplation of art stimulates our imagination, triggers
profoundly in different ways (Tedeschi and Calhoun, 2004; Hayes reflection, and elicits complex emotional responses (Freedberg,
et al., 2007) at different stages of life (Mezirow, 1997), and, most 2013; Perlovsky, 2014).
importantly, in response to different elicitors (Chirico et al., 2022; Philosophy, particularly the philosophy of art, has long
Gaggioli, 2016). been concerned with understanding how art fosters processes of
Actually, TEs encompass religious conversions, self- transformation on both individual and collective levels. Art is not
transcendent, peak and mystical experiences, out-of-body and confined to the representation of reality; it functions as a significant
near-death experiences, and psychedelic journeys, as elucidated agent of cognitive, emotional, and ethical change. As Dewey (1934)
and organized in a recent conceptual analysis of TEs by Chirico argued, aesthetic experience is an active and immersive process,
et al. (2022). wherein the observer engages with the artwork in a way that
Although all of these experiences, with their respective elicitors, reconfigures their perception of reality. This interaction with art
of our engagements with the environment, the supernatural, or facilitates a form of experiential learning, enabling individuals to
with each other, and the unique transformative potential that seems reassess their beliefs and values. Gadamer (1986) further developed
to be contained within them and our human psychology itself, this idea by suggesting that art serves as a medium through which
are compelling in their own right. One particularly salient topic truth is disclosed, involving the observer in a dialogical process.
that has emerged in recent years involves transformations brought In this engagement, individuals are not passive recipients but
about by art and aesthetics (e.g., see Pelowski and Akiba, 2011; active participants in the creation of meaning, which can lead
Pelowski et al., 2017; for earlier reviews on the theme, see Lasher to transformative experiences that deepen their understanding of
et al., 1983; Carroll, 1988). That is, beyond an important aspect historical and cultural contexts. This concept aligns with Gadamer’s
of more ordinary moments across our daily lives—of which they notion of "hermeneutic openness," where interpreting art becomes
are certainly a key component (Saito, 2001)— emerging research a pathway to personal and communal growth.

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More contemporary philosophers, such as Shusterman (2000), the methodological approaches employed to evaluate their
have expanded on these ideas by exploring the pragmatic transformative potential?
dimensions of aesthetic experience. Shusterman emphasizes how
RQ2: What are the fundamental psychological components
art can enhance both intellectual understanding and the quality
characterizing aesthetic transformative experiences?
of everyday life. His concept of "somaesthetics" highlights
the embodied nature of aesthetic experience, arguing that the
To deepen our understanding of the concepts of "aesthetic
transformative potential of art is closely tied to the physical and
experience" and "transformation" and to guide our study selection,
sensory aspects of human experience.
we draw upon recent theoretical advancements in both areas.
In the realm of psychology, only in recent times, several
Within the psychological literature, the concept of aesthetic
contributions have undertaken empirical investigations into the
experience is highly relevant yet often poorly specified. It is
transformative potential of aesthetic experiences (Pelowski and
frequently referred to using various terms such as aesthetic
Akiba, 2011; Pelowski et al., 2017). Furthermore, outside the realm
“engagement” (Brinck, 2018; Williams et al., 2023), “encounter”
of psychology, an expanding body of research, spanning fields
(Csikszentmihalyi and Robinson, 1990), “appreciation” (Leder
from education to design, has also started to explore the potential
and Nadal, 2014), “perception” (Biaggio and Supplee, 1983)
of art and aesthetics as elicitors driving personal and societal
or "engagement” and "encounter" with art (Shim et al., 2019;
transformations.
Csikszentmihalyi and Robinson, 1990), together with "perception"
Nevertheless, due to the varied and diverse nature of
and “appreciation” of art (Crozier and Chapman, 1984; Roald,
the psychological literature on art/aesthetics, questions persist
2008). These terms are commonly used to describe the process by
about to what extent art and aesthetics can be categorized
which individuals interact with and respond to art and aesthetics.
as elicitors of transformation. For example, there is still a
In this review, we also use these to denote the broader concept of
lack of synthesis regarding the variety of artworks (including
aesthetic experience.
traditional forms and new media), usage contexts, and methods
Also, we refer to the definition of aesthetic experience
for evaluating and comparing the transformative potential of
provided by Mastandrea et al. (2019) and Marković (2012),
art and aesthetics. Moreover, there is currently a lack of a
complete understanding of the psychological components that which state that aesthetic experiences involve the appreciation of
define aesthetic transformative experiences. aesthetic objects, resulting in a particular kind of “pleasure”. This
The subsequent analysis serves as a first endeavor to address pleasure is distinct because it is not derived from the utilitarian
these knowledge gaps and offer a comprehensible and relevant properties of the objects but is intrinsically linked to their inherent
synopsis of the current body of literature pertaining to the aesthetic qualities. Thus, aesthetic experiences can emerge from the
transformative power of art. Our contribution is situated within appreciation of human-made artifacts, such as artworks, including
the psychological literature on transformative experiences (TEs). (but not limited to) poetry, sculpture, music, and visual arts. They
Specifically, we aim to structure a discussion regarding the can also arise from natural objects that possess aesthetic value, such
potential inclusion of art and aesthetics as elicitors of such as sunsets or mountain vistas (Mastandrea et al., 2019).
TEs in order to establish a fundamental basis for subsequent In this review, we focus on aesthetic experiences specifically
empirical investigations, thereby enhancing our understanding of associated with the appreciation of artworks, and we exclude those
the transformative potential of aesthetic experiences. experiences that involve the production or creation of art.
With respect to the concept of transformation, according to
Chirico et al. (2022), TEs are: "brief experiences perceived as
extraordinary and unique, leading to enduring and potentially
Research questions
irreversible outcomes that change individuals’ self-conception,
worldviews, perceptions of others, as well as their personality and
This systematic review explores the extent to which
identity" (p. 14). Within this framework, two core components
art and aesthetics can be considered elicitors of personal
emerge: (1) epistemic expansion and (2) emotional complexity.
transformation regardless of the type of artwork, context, and
Additionally, the authors identified two relevant psychological
methodological approach used to assess their transformative
factors: facilitating conditions and recipient aftereffects. The former
potential. Additionally, the review elucidates the key psychological
pertains to particular conditions, such as dispositional traits and
components contributing to the transformative process during and
contextual factors, which consistently serve as recurring triggers
after aesthetic experience.
for various TEs. The latter category relates to specific aftereffects,
To do this, the current work synthesizes all the existing
which have the potential to influence individuals’ cognition,
contributions in the psychological literature on the topic as well as
emotions, and personality over an extended period. Their
studies explicitly addressing the psychological components of TEs
distinction has long been a fundamental criterion for defining TEs
within the domain of art and aesthetics.
(Chirico et al., 2022).
This systematic review is guided by two primary research
In the context of aesthetics and art, as proposed by Pelowski
questions:
and Akiba (2011) and in the more contemporary model of art
perception outlined by Pelowski et al. (2017), transformation
RQ1: To what extent can art and aesthetics be classified takes place when individuals perceive a misalignment between
as transformative elicitors, and how does this categorization their pre-existing cognitive frameworks, expectations, or schemas,
vary across different types of artworks, usage contexts, and and the stimuli presented within artworks. Resolving this
cognitive dissonance−often triggered by ambiguity or complexity

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in interpreting symbolic elements−leads to an "epiphany"−a maximum number of relevant psychological contributions were
sudden realization or insight. This profound understanding retrieved. The search was focused on aesthetic experiences with
emerges as a result of the cognitive dissonance resolution the aim of being transformative, according to the definition and
provoked by the aesthetic encounter. Importantly, this cognitive factors identified by the most recent integrated interdisciplinary
dissonance comes along with significant affective responses. These conceptualization on TEs proposed by Chirico et al. (2022) and
emotional reactions play a crucial role in the transformative recent models describing aesthetic transformative experiences
process, as the dissonance not only challenges cognitive structures (Pelowski and Akiba, 2011; Pelowski et al., 2017).
but also evokes strong emotional experiences. These affective We sought articles from any time until August 2023, the end
responses can range from initial confusion or frustration to of this search. We utilized the retrieval of relevant articles with the
feelings of e.g. satisfaction, joy, or even awe, upon resolving the following search terms:
dissonance. (“Aesthetic experience∗ ” OR “Aesthetic engagement”
The transformative process comprises four major stages and is OR “Aesthetic perception” OR “Aesthetic appreciation” OR
influenced by five contextual factors. Each stage – pre-encounter, “Consuming art” OR “Producing art” OR “Art∗ ” OR “Aesthetic∗ ”
cognitive mastery, secondary control, meta-cognitive assessment, OR “Artistic product∗ ” OR “Aesthetic product∗ ”) AND
and immediate outcomes – corresponds to specific psychological (“Transformation” OR “Transformative” OR “Change” OR
factors, including physiological responses, cognitive activity, and “Outcome∗ ” OR “Emotion∗ ” OR “Cognition” OR “Emotional
affective states. response∗ OR “Cognitive response∗ ” OR “Physiological
In summary, Chirico et al.’s (2022) conceptual analysis response∗ ”).
underscores two fundamental psychological components inherent The first part of the search index concerns terms and words
to TEs: facilitating conditions and aftereffects, which encompass related to the experience of art and the fruition of aesthetic
the enduring influence of the experience on the individual. stimuli. The second part includes terms and words related to the
Furthermore, we have incorporated insights from the theoretical dimension of transformation in terms of a long-lasting impact.
models put forth by Pelowski and Akiba (2011) and Pelowski et al. This search string was applied to the title, abstract, full-text, and
(2017) to identify supplementary psychological factors linked to author keywords. Google Scholar was used for backward reference
cognitive, emotional, and physiological responses to experiences searching to run general searches of specific references and to
categorized as transformative, as well as the ultimate outcomes of identify relevant articles.
these experiences. The two models have been included together
as they offer distinct yet complementary contributions. While
the former establishes the foundation for empirical analyses of
Study selection
transformative experience in a cross-disciplinary and cross-domain
context, the latter focuses specifically on the domain of aesthetics.
Peer-reviewed articles – original studies as well as theoretical
papers or reviews - with the following characteristics, published
from the beginning of the literature until August 2023, were
Methods included:

Protocol and registration – Written in English or translated into English;

– Dealing with stimuli classified by the authors as “art” or, more
This systematic review was registered on the pre-registration generally, involving aesthetic experiences;
platform PROSPERO # CRD42022298655. To conduct this – Explicitly addressing the transformative side of said
systematic review, we followed guidelines proposed by Liberati et al. experiences in terms of a detectable psychological impact,
(2009). This involved five steps: according to the definition given, and psychological factors
identified by the recent conceptual analysis by Chirico
a) Initial identification of objectives and goals of the study; et al. (2022) and models accounting for transformation in
b) A systematic search, in compliance with the eligibility criteria the realm of art and aesthetics (Pelowski and Akiba, 2011,
previously identified; Pelowski et al., 2017).
c) An assessment of the validity of the findings (here we used the
Downs and Black 26-item QAT scale developed by Downs and Blog entries and websites - even though they may offer valuable
Black, 1998); insights and be maintained by reputable scholarly organizations -
d) A systematic synthesis of the findings; were omitted from consideration due to the challenges associated
e) A final discussion of the findings. with comparing them to other types of literature.
The selection of our inclusion criteria for this systematic
review requires two fundamental considerations. First, in pursuit
of a comprehensive analysis of TEs within the realm of art
Identifying relevant studies and aesthetics, we opted not to restrict our selection solely to
studies within the psychological literature. This choice was made
A systematic search of the literature was performed in two because numerous studies outside the psychological field explicitly
academic databases: PubMed and Scopus. Google Scholar was also address and provide in-depth and quantifiable insights into the
used as an additional academic search engine to ensure that the psychological impact of transformative aesthetic experiences.

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Secondly, we aimed to encompass both review articles, such Risk of bias assessment
as literature reviews, systematic reviews, and meta-analyses, as
well as empirical research articles. We deliberately included To assess the risk of bias and the overall methodological quality
theoretical studies in our review due to their prevalence in of the studies included in our analysis, we employed the Downs and
discussions concerning the psychological effects of art and aesthetic Black 26-item Quality Assessment Tool (QAT) scale (Downs and
experiences. Excluding theoretical papers would not have reflected Black, 1998). Our decision to employ this rigorous assessment tool
the totality of current discussion and data in this entirety, and thus was influenced by its well-established validity and reliability within
would have been potentially detrimental to the comprehensiveness the domain of systematic reviews (Deeks et al., 2003). The scale
of our analysis. These theoretical contributions significantly offers a comprehensive evaluation of study quality on a 26-item
contribute to shaping our understanding and conceptualization of checklist, encompassing aspects such as reporting, external quality,
transformative aesthetic experiences, providing valuable insights internal validity bias, and internal validity confounding. Each item
and perspectives that complement empirical research. is scored either 0 or 1, with one exception in which the score range
Consequently, articles with the following characteristics were of 0–2 is applicable, resulting in a maximum possible score of 27.
excluded: Scores can be interpreted as "excellent" (24–28 points), "good" (19–
23 points), "fair" (14–18 points), or "poor" ( < 14 points), providing
– Dealing with art and aesthetic experiences but not explicitly a standardized measure of study quality.
assessing their psychological impact in terms of durable and/or As the scale is primarily designed to evaluate the
irreversible change; methodological rigor and quality of empirical studies – which
– Addressing transformative experiences but related to a is particularly relevant when assessing potential sources of
different, unrelated (e.g., non-art/aesthetic) topic; bias in data collection, analysis, and reporting – we opted to
– Involving clinical populations (i.e., participants affected by utilize it exclusively for empirical research papers within our
psychological, neurological, and/or cognitive disorders). systematic review.

Excluding articles involving clinical populations allows us to

focus specifically on studies related to aesthetic experiences in
Data extraction
non-clinical contexts. By doing so, we aim to gain a clearer
A spreadsheet software (i.e., Microsoft Excel) was used to
understanding of the transformative potential of art and aesthetics
collect and catalog the articles. A copy of the sheet was made
for the general population without the potential confounding
available also on an open access software (i.e., Google Docs).1
effects introduced by clinical conditions. This approach helps
All articles found by searching for the above keywords have
maintain the scope of our review and ensures a more coherent
been cataloged according to the following scheme:
analysis of the research pertinent to our research question.
The initial search elicited 38,440 articles from the two databases
– title;
and 176 from the reference review, which were retrieved with
– author(s) and year of publication;
Google Scholar. 3,239 duplicates were identified and removed,
– type of study;
leaving 35,201 articles to be screened. The initial screening
– study design;
of studies was based on their abstracts and titles, excluding
– number of participants;
noticeably irrelevant studies based on the inclusion/exclusion
– type of art/aesthetic experience;
criteria priorly listed.
– field/domain of application;
This large number of records was retrieved due to the wide
– methods/instruments;
initial search criteria that were adopted to avoid missing potentially
– presence/absence of a control condition;
relevant articles. However, following our above refinement criteria,
– facilitating conditions;
in total, 54 articles were identified as appropriate for inclusion,
– physiological responses;
and moved to the second screening round. The second round of
– affective responses;
screening was based on the full text of the articles, and the first
– cognitive responses;
(M.P.) and fourth (S.B.) authors independently reviewed each using
– final outcome;
the inclusion/exclusion criteria set before the search, as suggested
– specific effects on the recipient (aftereffects).
by Levac et al. (2010). The second author (M.P.) and third author
(T.D.) adjudicated when there were disagreements about whether
to include the data extracted. In total, 23 articles were identified as
appropriate for inclusion and relevant to the current review. Out Reporting the results
of these, 12 were theoretical in nature, with the remaining 11 being
empirical studies. The authors reviewed all articles independently. The findings of this systematic review are presented to address
All reviewers together conjointly shaped the categories and themes the two research questions.
of the review based on the data extraction process. A PRISMA flow To report the findings related to the first research question
diagram that depicts the flow of information through the different (RQ1), we have organized the studies by providing a comprehensive
phases of the articles and maps out the number of papers identified,
included, and excluded, and the reason for exclusions is shown in
Figure 1. 1 [Link]

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Identification of studies via databases and registers

Records identified from:

Identification Database searching Records removed before
(n = 39.440) screening:
PubMED (n = 23.860) Duplicate records removed
Scopus (n = 15.400) (n = 3.239)
Google Scholar ( n = 176)

Records screened Records excluded

(n = 35.201) (n = 35.147)

Reports excluded (n = 31)

Reports sought for retrieval No English language (n = 1)
(n = 54) Not related to art and
Screening

aesthetics (n = 7)
Not assessing long-lasting
impact (n = 17)
Clinical population involved
(n=6)
Reports assessed for eligibility
(n = 23)
Included

Studies included in review

(n = 23)

FIGURE 1
Flowchart of the included and excluded articles from the assessment of screening and eligibility process.

overview of both theoretical (e.g., study type) and empirical studies presentation of these findings are elaborated upon in the discussion
(e.g., participant count, study design). Additionally, we describe the section.
types of art or aesthetic experiences considered and the various
contexts in which they are applied. A summary table has been
created to synthesize these findings, ensuring clarity and ease of Results
reference (see Table 1).
To address the results for the second research question Out of the 23 articles identified during the systematic review
(RQ2), which aims at identifying the psychological components process, 12 were theoretical, including reviews and theory articles,
contributing to TEs fostered by art and aesthetics, we rely on while the remaining 11 were empirical research articles. One of
the original research articles encompassed three distinct studies,
the definition and criteria for TEs as outlined in the recent
resulting in a total of 13 individual empirical studies documented.
analysis by Chirico et al. (2022) and on theoretical models on
Subsequently, we assessed the quality of these 13 empirical
transformation within the realm of aesthetic encounters (Pelowski
studies using the QAT scale (Downs and Black, 1998).
and Akiba, 2011; Pelowski et al., 2017). These criteria are broadly
Upon analyzing the 13 transformative experiences investigated
categorized into facilitating conditions, physiological responses, in these studies, we calculated an average overall quality index on
cognitive responses, affective responses, as well as related final the QAT scale of 16.16 (SD = 2.40), with scores ranging from 13
outcomes and aftereffects and re. To avoid redundancy with the to 21 (highest possible QAT = 27). These scores indicate that the
discussion part, we have included a detailed table presenting the studies fall within the range of fair to good validity and reliability
principal findings related to RQ2 (see Table 2). The comprehensive with only one study performing poor.

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Pizzolante et al.
TABLE 1 Detailed summary of the considered studies (i.e., type of study, field/domain of application, study-design, number of participants, methods/instruments used, comparison) (alphabetical order).

Title References Type of Type of Field/domain Study-design Number of Method/Instrument Comparison

study artwork of application participants used
to detect
transformation
The Restorative and Transformative Power Bang, 2016 Review Visual arts, Social N.A. N.A. N.A.
of the Arts in Conflict Resolution Music, Dance

ART FOR CHANGE: Transformative Bentz and Research article Visual arts, Social/Education Uncontrolled before 24 Survey, Group discussion N.A.
learning and youth empowerment in a O’Brien, 2019 Storytelling and after design
changing climate

Transformative Learning in the Art Chisolm et al., Review Visual arts Education N.A. N.A. N.A. N.A.
Museum: A Methods Review 2020

Patterns of receptive and creative cultural Cuypers et al., Research report Visual arts, Social Population-based 50.797 Survey N.A.
activities and their association with 2012 Poetry, Music, study
perceived health, anxiety, depression and Dance, Theater
satisfaction with life among adults: the
HUNT study, Norway

What is literature for? The role of Fialho, 2019 Review Literature N.A. N.A. N.A. N.A. N.A.
transformative reading

Art, Emotion, and Existential Well-Being Funch, 2021 Review Visual arts, N.A. N.A. N.A. N.A. N.A.
07

Music, Movies

Reflection, refraction, resilience: the Gaetani et al., Reflection Music, visual Education Thematic groups, workshops N.A.
transformative potential of art 2021 arts

Teaching and Learning Science for Girod et al., 2010 Research article Visual arts Education Quasi-experimental N.A. Self-report measures, A traditional
Transformative, Aesthetic Experience Interviews teaching method
based on cognitive,
rational framework

Cutting Deep: The Transformative Power of Grogan and Research article Visual arts Education Action research N.A. Interviews, Reflective Writing N.A.
Art in the Anatomy Lab Ferguson, 2018

Art projects as transformative services to Gross et al., 2021 Research article Visual arts, Social Mixed-method 770 Survey, Semi-structured N.A.
integrate refugees Music approach interviews

Synchronization, Attention and Joufflineau et al., Research article Dance Art performance Controlled before 12 Two cognitive tasks, A dance
Transformation: Multidimensional 2018 performance and after design self-report measures performance not

10.3389/fpsyg.2024.1328449
Exploration of the Aesthetic Experience of based on
Contemporary Dance Spectators contemplative
practice

Effects of Literature on Empathy and Koopman and Review Literature N.A. N.A. N.A. N.A. N.A.
[Link]

Self-Reflection: A Theoretical-Empirical Hakemulder,

Framework 2015

(Continued)
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Pizzolante et al.
TABLE 1 (Continued)

Title References Type of Type of Field/domain Study-design Number of Method/Instrument Comparison

study artwork of application participants used
to detect
transformation
Designing and Evaluation of an Artistic Martínez-López Research article Visual arts Education Ethnographic 71 Reflective Writing, Focus N.A.
Experience for the Development of de Castro et al., research groups
Empathic Capacity: "Stepping into Others’ 2022
Shoes".

Transformative Learning and the Arts: A Blackburn Review Visual arts, Education N.A. N.A. N.A. N.A.
Literature Review Miller, 2020 Poetry,
Storytelling,
Movies

Experience design and the dimensions of Neuhofer et al., Research article Visual arts, Art performance Constructivist 31 Semi-structured interviews N.A.
transformative festival experiences 2020 Music, Dance research design

Transnational Refugees: The Transformative O’Neill, 2008 Review Visual arts, Social N.A. N.A. Interviews, Reflective Writing N.A.
Role of Art? Poetry

5x5x5 = Creativity: Art as a Transformative Paris and Hay, Research article Visual arts, Education Action research N.A. Open interviews, Reflective N.A.
Practice 2020 Poetry Journals

Tears and transformation: feeling like crying Pelowski, 2015 Research article Visual arts Art exhibition Uncontrolled before 79 Self-report measures N.A.
08

as an indicator of insightful or "aesthetic" and after design

experience with art.

Transformative art: art as means for Preminger, 2012 Hypothesis and Visual arts, N.A. N.A. N.A. N.A. N.A.
long-term neurocognitive change. theory article Theater, Music,
Video-games

What Is Art Good For? The Socio-Epistemic Sherman and Review Visual arts, N.A. N.A. N.A. N.A. N.A.
Value of Art Morrissey, 2017 Poetry, Music

Empathy and the aesthetic: Why does art Stamatopoulou, Review Visual arts N.A. N.A. N.A. N.A. N.A.
still move us? 2018

Aesthetic experience models human Starr, 2023 Hypothesis and Visual arts, Human Learning N.A. N.A. N.A. N.A.
learning theory article Poetry, Music

Transformative experiences at art museums Tackett et al., Research article Visual arts Education Uncontrolled before 5 4-week course with different N.A.
to support flourishing in medicine. 2023 and after design activities (Visual Thinking

10.3389/fpsyg.2024.1328449
Strategies, Back-to-back
sketching, Group Poems, Jazz
Seminar, Reflective Writing).
Reflective writings, Interviews
and Self-report measures
[Link]

were used to evaluate the

intervention.
Frontiers in Psychology

Pizzolante et al.
TABLE 2 Classification of the considered studies according to facilitating conditions, physiological, affective cognitive responses, final outcomes(s) and after-effects (alphabetical order).

Title References Facilitating Physiological Affective Cognitive Final Outcome After-effects

conditions responses responses responses
The Restorative and Transformative Power of the Bang, 2016 Design of the N.A. Empathetic concern, Critical Reflection, Innovation, Reflection Long-lasting learning, Adoption
Arts in Conflict Resolution experience Anxiety Reduction Engagement, of new perspective, Cooperative
following the Meta-cognitive Relationship, Social Bounding
principles of alertness
artist-audience
synchronization

ART FOR CHANGE: Transformative learning and Bentz and Creation of N.A. Hope, Focus of attention on Creative Insight Critical Thinking ability,
youth empowerment in a changing climate O’Brien, 2019 dialogic space Responsibility, Care, the self, Cognitive Awareness, Sense of
Solidarity, Dissonance, Empowerment, New
Serendipity, Complex dilemma Understanding,
Uncertainty Values/Knowledge Reorientation

Transformative Learning in the Art Museum: A Chisolm et al., New and N.A. Surprise, Fulfillment Introspection, Insight Critical Thinking ability, Mindset
Methods Review 2020 creative Critical Reflection, Growth, Transformational
environment, Cognitive challenge Learning
Social
Interaction

Patterns of receptive and creative cultural activities Cuypers et al., N.A. N.A. N.A. N.A. N.A. Growth, new meaning, perceived
and their association with perceived health, 2012 health and well-being
09

anxiety, depression and satisfaction with life

among adults: the HUNT study, Norway

What is literature for? The role of transformative Fialho, 2019 N.A. N.A. Pleasure, Flow, Insight into the Self/Into the New sense of self, Modification of
reading Amusement, Reconceptualization, Others Personal Meaning
Engagement, Perspective-taking
Empathetic concern,
Sympathy,
Compassion

Art, Emotion, and Existential Well-Being Funch, 2021 Aesthetic N.A. Intense and Deep reasoning, Aesthetic catharsis, Sense of Existential well-being, Emotional
sensitivity/ overwhelming Heightened wholeness, Being-moved Stability, Life satisfaction
Disposition feelings, Pleasure, Awareness, Stream
Tension, Anxiety of Thoughts
and Fascination

Reflection, refraction, resilience: the Gaetani et al., Supportive N.A. N.A. Reflection, Insight, N.A. New behaviors, new knowledge,

10.3389/fpsyg.2024.1328449
transformative potential of art 2021 environment, Self-awareness understanding attitudes,
openness to art endeavors, deeper appreciation of
and reflection life, resilience

Teaching and Learning Science for Girod et al., 2010 N.A. N.A. Satisfaction Cognitive Aesthetic appreciation Self-change, Broadened
[Link]

Transformative, Aesthetic Experience dissonance, Higher Perspective, Shift of Attitude,

interest Long-lasting Learning

(Continued)
Frontiers in Psychology

Pizzolante et al.
TABLE 2 (Continued)

Title References Facilitating Physiological Affective Cognitive Final Outcome After-effects

conditions responses responses responses
Cutting Deep: The Transformative Power of Art in Grogan and N.A. N.A. Relief, Satisfaction Self-Reflection, Epiphany, Cathartic Effect Long-lasting learning, Enhanced
the Anatomy Lab Ferguson, 2018 Observation, Resilience
Attentional Focus

Art projects as transformative services to integrate Gross et al., 2021 Openness, Social N.A. Empathetic concern, N.A. Creative Insight New understanding/Meaning,
refugees interaction Uncertainty, Social Acceptance of Diversity, Social
and Positive Bounding
Emotions

Synchronization, Attention and Transformation: Joufflineau et al., Design of the Slower breathing Feelings of More attention and Artwork-spectator N.A.
Multidimensional Exploration of the Aesthetic 2018 experience rate, spontaneous fascination, boredom vigilance, Higher synchronization,
Experience of Contemporary Dance Spectators following the motor-tempo, absorption, direction Interpersonal resonance,
principles of general arousal of the attention and Liking the performance
dance-spectator meta-cognitive correlated with the slowing
synchronization attention down of the Breathing Rate

Effects of Literature on Empathy and Koopman and N.A. N.A. N.A. Focus on the present Insight, New Meaning, Empathy, Self-Reflection
Self-Reflection: A Theoretical-Empirical Hakemulder, moment, Reflection Epistemic Expansion
Framework 2015
10

Designing and Evaluation of an Artistic Experience Martínez-López N.A. N.A. Satisfaction, Self-Reflection, New meaning, Breaking Meaning construction, Emphatic
for the Development of Empathic Capacity: de Castro et al., Surprise, Concern Disinhibition Boundaries Skills, Improved Social skills,
"Stepping into Others’ Shoes". 2022 Creativity and Self-Esteem

Transformative Learning and the Arts: A Blackburn In person N.A. Appreciation, Imagination, Extra-rational knowledge, Long-lasting learning, Self/Others
Literature Review Miller, 2020 facilitators Positive emotions disorienting Insight Awareness, Creativity skills,
dilemma, Reflection Empathy skills, Connection,
Purposeful Chance

Experience design and the dimensions of Neuhofer et al., Temporal and N.A. Positive emotions Engagement, Flow Epiphany, Quantum change, Cultural Identity, Sense of
transformative festival experiences 2020 spatial liminality (awe, happiness, epistemic expansion Community, Spiritual Growth,
fulfillment) Meaning making

Transnational Refugees: The Transformative Role O’Neill, 2008 Commitment, N.A. N.A. Awareness, Focus on Insight, Mutual Recognition New knowledge, New
of Art? Potential and the present moment, understanding, Personal identity
Dialogic Space Reflection

10.3389/fpsyg.2024.1328449
5x5x5 = Creativity: Art as a Transformative Paris and Hay, Dialogic Space N.A. N.A. Imagination, Focus N.A. Creativity Skills, Intellectual
Practice 2020 on the self development, Emotional
Development, Social
development
[Link]

(Continued)
Frontiers in Psychology

Pizzolante et al.
TABLE 2 (Continued)

Title References Facilitating Physiological Affective Cognitive Final Outcome After-effects

conditions responses responses responses
Tears and transformation: feeling like crying as an Pelowski, 2015 Pre-expectations Feel like crying Tension, Confusion, Cognitive Insight, Schema/Self-change
indicator of insightful or "aesthetic" experience Relief, Happiness discrepancy Meaning/Understanding,
with art. Epiphany

Transformative art: art as means for long-term Preminger, 2012 N.A. N.A. Sense of unity, Use of imagery, N.A. Neuro-cognitive changes:
neurocognitive change. wholeness, awe imagination enhanced brain plasticity,
enhanced brain activity in
parahippocampal area, changes in
cognitive functions

What Is Art Good For? The Socio-Epistemic Value Sherman and N.A. Chills, tears, Negative, positive, Memory integration, Aesthetic decision, Self-understanding (e.g.,
of Art Morrissey, 2017 arousal mixed emotions Directed attention, evaluation; Insight and/or belief/schema revision),
Meta-cognitive epiphany, Attention directed Pro-social effects (e.g., developing
awareness on the self empathy, perspective-taking,
“practice” mentalizing),
Well-being/flourishing/health,
11

Perceptual skills (e.g., visual

discrimination) Cognitive skills
(e.g., creativity)

Empathy and the aesthetic: Why does art still move Stamatopoulou, Disposition to N.A. Emotional appraisal, Reflexive Awareness, Aesthetic evaluation, Empathic Skills
us? 2018 empathy, Value Both positive and Focal attention, Re-centering of the self
Systems and negative affect, Focus on self- Flow
Morality Commotion

Aesthetic experience models human learning Starr, 2023 Subjective tastes, N.A. Aesthetic Pleasure, Enhanced Imagery, Successful identification of Enhanced learning capacity,
Social Awe, Sublime Mind-wandering the percept (adherent to prior Creative inspiration,
Interaction, expectations), Peak-shift Disinhibition
Vivid phenomenon, Insight
Perception,
Pre-expectations

Transformative experiences at art museums to Tackett et al., Creation of an N.A. Wonder, awe Quiet reflection, Insight, Ambiguity tolerance Human flourishing in terms of
support flourishing in medicine. 2023 unfamiliar perspective-taking personal and professional growth,

10.3389/fpsyg.2024.1328449
context Renewed sense of purpose,
Honesty, Re-connection with
inner self and others,
[Link]
Pizzolante et al. 10.3389/fpsyg.2024.1328449

Description of included studies • Educational context: A significant body of research (30%)

analyzed the role of aesthetic experiences in education,
Regarding the theoretical studies included in our systematic considering how art and aesthetics could enhance learning and
literature review, nine of them were literature reviews, two were personal development.
hypothesis articles and one was a reflection article. • Social context: Several studies (22%) explored the potential
Empirical studies identified for this systematic review of aesthetic experiences related to their potential to influence
encompassed data from 51,789 participants in total, with social attitudes, empathy, and community engagement.
sample sizes ranging from 5 to 50,797 participants. All included
studies varied in terms of their study design. Studies included
action research, a quasi-experimental design, mixed-methods,
population-based designs, controlled before and after design and Psychological factors underlying
uncontrolled before and after design. Only two studies made aesthetic transformative experiences
comparisons with an active control group. The remaining studies
did not utilize control groups. Facilitating conditions
In our systematic literature review, we identified both
participant-related dispositional traits and contextual design
Description of type of art/aesthetic elements as facilitating conditions for transformative aesthetic
experience experiences. Key dispositional factors included empathy,
aesthetic sensitivity and openness, that is the willingness
Both theoretical and empirical articles included in our to embrace novel and diverse experiences. Pre-existing
systematic review encompassed a diverse range of art forms expectations (i.e., preconceived notions or anticipations about
and aesthetic experiences. It’s important to note that many the aesthetic experience, such as expecting a profound emotional
studies included multiple types of aesthetic experiences within impact) and subjective preferences (i.e., individual tastes or
their analyses, allowing for a comprehensive exploration of the inclinations towards certain art forms or styles) also influenced
transformative potential across various art forms. They included: transformative outcomes.
Contextual design elements refer to the specific aspects
• Visual Arts: The majority of the studies (83.3%) explored of an environment or setting that are deliberately crafted to
aesthetic experiences related to visual arts, such as paintings, enhance the experience and engagement of participants (i.e., the
sculptures, and art installations. intentional use of lighting, soundscapes, or spatial arrangements
• Dance: Around one sixth (16.6%) delved into the to evoke a particular emotional or cognitive response). These
transformative potential of dance performances, analyzing elements encompass the establishment of a dialogic space (i.e.,
how movement and choreography influenced participants. a setting that encourages open and reflective dialogue among
• Music: Around a third (33.3%) examined the power participants), temporal and spatial liminality (i.e., the creation
of music as an aesthetic experience, investigating of a ‘threshold’ experience where ordinary boundaries of time
how different compositions could impact individuals’ and space are suspended), and innovative environments (i.e.,
perceptions and emotions. spaces that challenge conventional perceptions and expectations).
• Literature: One fourth (25%) focused on the aesthetic Additionally, Joufflineau et al. (2018) found that unfamiliar and
experience of reading and analyzing literary works, including uncomfortable settings (i.e., environments that provoke a sense
novels, poetry, and essays. of disorientation or challenge one’s comfort zone) are particularly
• Video Games: One study explored the immersive experiences effective in fostering such transformation.
offered by video games, examining their potential for
transformation and emotional engagement. Physiological, cognitive, and affective responses
Transformative aesthetic experiences were linked to various
physiological responses, including chills, tears, and arousal.
Participants exhibited slower breathing rates, suggesting a calming
Description of domain of effect, and one study by Pelowski (2015) reported sensations of
application/usage context wanting to cry, highlighting the emotional depth and intensity of
these encounters.
We identified a wide range of domains and fields of application Cognitive responses to transformative aesthetic experiences
in which transformative aesthetic experiences were examined. included heightened attention and vigilance, deep engagement or
These included: “flow”, and cognitive dissonance. Moments of self-reflection and
introspection were common, along with an increased focus on
• Artistic context: Three studies (13%) explored the others and a sense of disinhibition, reported by a study by Martínez-
transformative potential of aesthetic experiences within López de Castro et al. (2022).
live art performances, such as theater, dance performances, Affective responses were diverse, encompassing positive
and other staged events. One study focused on art exhibitions emotions such as happiness, satisfaction, and surprise, as well
and galleries, investigating how curated visual displays could as fascination, wonder, and awe. Initial feelings of boredom or
lead to transformative experiences for viewers. confusion were often followed by relief and relaxation. Affective

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responses also included empathetic concern and feelings of care often reduced to a matter of personal taste and subjective liking,
and responsibility towards others. largely sidelining its potential for profound impact (Sherman and
Morrissey, 2017).
Final outcomes However, a significant shift occurred within psychological
The final outcomes of transformative aesthetic experiences, literature with the introduction of the concept of TEs. TEs are
which occur immediately after the experience, varied widely. Again, defined as experiences that bring about significant and lasting
in the study by Joufflineau et al. (2018), participants reported a changes in individuals’ perceptions, emotions, beliefs, and sense of
deep sense of connection and interpersonal resonance, moments self (Chirico et al., 2022). Alongside this conceptual shift, several
of epiphany and cathartic release, and an increased tolerance models identified art and aesthetic experiences as potential elicitors
for ambiguity. These encounters often led to new meanings and of transformation. These models provided a theoretical framework
the challenging of established norms, accompanied by epistemic for exploring how art could serve as a catalyst for personal and
expansion and creative insight. societal change, ushering in a more comprehensive view of the
transformative potential inherent in artistic encounters (Pelowski
After-effects and Akiba, 2011; Pelowski et al., 2017).
Unlike final outcomes, which are immediate, aftereffects refer The outcomes of this systematic review unequivocally
to the long-term, enduring changes that persist over time. The confirm the transformative potential inherent in art and aesthetic
aftereffects of transformative aesthetic experiences included lasting experiences (RQ1). The comprehensive coverage of various art
changes in self-concept and personal growth, enhanced empathy forms and domains within the selected studies, encompassing
and social awareness, and long-lasting learning and critical thinking visual arts, dance, music, literature, and even video games,
skills. These experiences also fostered emotional development, underscores the widespread occurrence of transformative
resilience, and creativity. encounters across diverse creative mediums. This inclusivity
For a detailed presentation and explanations of these findings, offers a multifaceted view of the transformative potential within
please refer to the summary table provided below (Table 2). art and aesthetics.
These concepts are further elaborated and specified in the It is essential to acknowledge that a substantial portion of the
discussion section. studies in this review have predominantly focused on visual arts,
such as paintings and sculptures. This emphasis on visual art may
reflect a historical bias in prioritizing visual channels as a means of
Discussion artistic expression and communication (Cherry, 2004; Qurbonova,
2021). Over the years, visual art has held a prominent place in the
This systematic review was conducted with two primary discourse surrounding aesthetic experiences and transformation,
objectives. Firstly, we aimed to assess the extent to which art likely due to its long-standing recognition as a powerful medium
and aesthetics could be classified as elicitors of transformation, for conveying and eliciting emotions (Panofsky and Drechsel,
regardless of the type of artwork, the context in which they 1970; Silvia, 2005; Freedberg and Gallese, 2007; Leder et al., 2004;
occur, or the methodological approach used to assess their Menninghaus et al., 2015). Consequently, the wealth of literature
transformative impact (RQ1). Secondly, we endeavored to identify in the realm of visual arts highlights a legacy of research that
the core psychological components that define transformative acknowledges its transformative capacities (O’Neill, 2008; Cuypers
aesthetic experiences (RQ2). Our discussion has been structured to et al., 2012; Pelowski, 2015; Preminger, 2012; Bang, 2016; Girod
comprehensively address both research questions. et al., 2010; Sherman and Morrissey, 2017; Grogan and Ferguson,
To achieve these objectives, we conducted an extensive review 2018; Bentz and O’Brien, 2019; Paris and Hay, 2020; Chisolm et al.,
of the existing literature, encompassing studies from psychological 2020; Blackburn Miller, 2020; Neuhofer et al., 2020; Funch, 2021;
literature as well as studies explicitly dedicated to understanding the Gross et al., 2021; Martínez-López de Castro et al., 2022; Gaetani
psychological dimensions of TEs fostered by art and aesthetics. This et al., 2021; Stamatopoulou, 2018; Starr, 2023, Tackett et al., 2023).
comprehensive approach allowed us to extract valuable insights, The wealth of literature in visual arts, however, does not
providing a more profound understanding of the transformative overshadow the transformative potential that other art forms
potential inherent in aesthetic encounters and the fundamental possess. The studies examining dance, music, literature, and video
psychological components that underpin them. games signify the expanding domains and the recognition of
transformation in varied creative contexts. These findings suggest
that art, across its myriad forms, wields the potential to act
Beyond beauty: are art and aesthetics as a potent catalyst for personal and societal change, provided
elicitors of transformation? that researchers explore each medium with the same vigor and
thoroughness (O’Neill, 2008; Cuypers et al., 2012; Koopman and
In recent decades, there has been a notable shift in scientific Hakemulder, 2015; Preminger, 2012; Bang, 2016; Sherman and
inquiry that has expanded our understanding of the role of art Morrissey, 2017; Joufflineau et al., 2018; Neuhofer et al., 2020;
and aesthetics in human experience. Historically, research within Blackburn Miller, 2020; Funch, 2021; Gross et al., 2021; Gaetani
psychology and neuroscience primarily focused on unraveling the et al., 2021; Starr, 2023). The varied foci within these studies
cognitive processes underpinning aesthetic judgments, individual contribute to a broader understanding of transformation through
preferences, and the neural mechanisms responsible for perceiving art and aesthetics, encouraging a more inclusive perspective that
beauty. This narrow focus led to a limited perspective where art was embraces the full spectrum of human creativity.

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This expansive range of art forms not only showcases the intelligence (Chamorro-Premuzic and Furnham, 2004; Furnham
versatile nature of transformative aesthetic experiences but also and Chamorro-Premuzic, 2004; Chirico et al., 2023), expertise
underscores the potential applicability and relevance of these (Belke et al., 2010; Silvia and Barona, 2009), and other personal
experiences in multiple domains and contexts. The diverse traits.
domains and fields of application in which transformative aesthetic In the current review, among dispositional factors, the
experiences were examined reveal the multifaceted nature of importance of individual traits such as empathy, aesthetic
these experiences. It is noteworthy that studies within the sensitivity (Pelowski, 2015; Stamatopoulou, 2018), and openness
educational domain, that focuses on enhancing learning and (Gross et al., 2021; Funch, 2021) consistently emerged. Pre-existing
personal development, have a well-established tradition, building expectations and subjective preferences were found to influence
upon the foundations laid by Mezirow (1997), Mezirow and Taylor the likelihood of transformative outcomes (Pelowski, 2015; Starr,
(2009) and the concept of transformative learning. These studies 2023).
reflect the enduring and robust interest in the educational sector As Stamatopoulou (2018) claims, empathy, as a personality
in harnessing the potential of art and aesthetics for personal trait, contributes to transformative outcomes by enhancing an
growth and knowledge acquisition (Girod et al., 2010; Grogan individual’s ability to connect emotionally with the artwork and
and Ferguson, 2018; Paris and Hay, 2020; Chisolm et al., 2020; the experiences it portrays. This emotional connection can lead
Blackburn Miller, 2020; Martínez-López de Castro et al., 2022; to profound personal insights and shifts in perspective, fostering
Gaetani et al., 2021; Tackett et al., 2023). greater self-awareness and understanding of others (Batson et al.,
Conversely, the expanding body of research conducted in a 1997). Empathy enables individuals to experience the emotions
social context underscores a growing trend. These studies explore conveyed through art, facilitating a deeper engagement that
how transformative aesthetic experiences can convey significant can potentially catalyze a TEs (Pelowski, 2015). Neuroscientific
messages, influence social attitudes, foster empathy, and promote research on mirror neurons has provided additional insights into
community engagement (O’Neill, 2008; Cuypers et al., 2012; Bang, how empathy functions in the context of art (Piechowski-Jozwiak
2016; Bentz and O’Brien, 2019; Gross et al., 2021). The rising et al., 2017). Mirror neurons are a type of brain cells that respond
interest in social contexts signifies a realization of the persuasive both when an individual performs an action and when they
power of art and aesthetics in addressing broader societal issues and observe the same action performed by another (Rizzolatti et al.,
inspiring collective change (Sidford, 2011; Glaveanu, 2017). 1999). These neurons are suggested to play a crucial role in the
Furthermore, the various study designs found within the capacity for empathy, as they enable individuals to internally
empirical studies identified in this systematic review contribute to simulate and understand the experiences of others (Rizzolatti and
a holistic comprehension of the transformative potential inherent Craighero, 2004). When engaging with art, mirror neurons may
in art and aesthetic experiences. However, it would becrucial be activated as viewers perceive and emotionally resonate with
to acknowledge the variations in design and the limited use of the depicted actions and emotions, thus deepening their empathic
control groups in most studies. These factors have important response (Freedberg and Gallese, 2007). The connection between
implications for the strength of the evidence and our ability to draw art and empathy has been explored extensively in psychological
robust conclusions. literature. Engaging with art can enhance empathic abilities by
The use of action research, quasi-experimental, mixed-method, allowing individuals to vicariously experience diverse perspectives
population-based, and before-and-after designs reflects the and emotions. This can lead to a greater understanding and
multidimensional nature of transformative aesthetic experiences. appreciation of others’ experiences, fostering social cohesion and
These approaches allow researchers to capture both quantitative personal growth (Goldstein and Winner, 2012). Moreover, art can
and qualitative aspects of transformation. The mixed-method serve as a powerful tool for empathy training, helping individuals
studies, in particular, provide a richer understanding by combining to develop greater emotional intelligence and compassion
(Kaplan, 2020).
numerical data with participants’ narratives and reflections.
Another personality trait specific to the aesthetic context that
This comprehensive approach aligns with the complex and
emerged is aesthetic sensitivity. This trait is defined as the capacity
multifaceted nature of TEs.
to perceive and appreciate beauty and compositional excellence,
and to evaluate artistic merit based on aesthetic standards (Corradi
et al., 2020), also plays a crucial role. Funch (2021) argues that
Pre-encounter with the arts: what are the individuals with high aesthetic sensitivity are more likely to engage
conditions that facilitate aesthetic TE? deeply with art, recognizing and valuing its elements, which can
lead to significant personal reflections and transformative insights.
Our study results offer a perspective on the facilitating This trait allows for a more immersive and impactful aesthetic
conditions leading to aesthetic transformation. These conditions experience, as individuals are attuned to the finer aspects of
encompassed both participant-related dispositional traits and the artwork that may trigger profound emotional and cognitive
elements linked to the design of the experiential context. Each responses. Additionally, openness, a personality trait characterized
condition is analyzed separately in the following. by creativity, imagination, and curiosity, is another key factor.
The study of individual differences in art and aesthetics This facet encompasses traits such as creativity, imagination,
appreciation began with the application of psychology to education unconventionality, and curiosity, all sub-facets associated with a
at the turn of the 20th century. These differences have often heightened inclination toward aesthetic experiences (Silvia et al.,
related to personality (Chamorro-Premuzic et al., 2009; Mastandrea 2009). In one of the studies selected for the current review, Gross
et al., 2019; McManus and Furnham, 2006; Chirico et al., 2023), et al. (2021) measured the trait of openness and found it positively

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correlated not only with the willingness to engage in Integrative Blackburn Miller, 2020). For instance, in the study by Paris and
Art Projects (IAPs) but also with the transformative effectiveness Hay (2020), this space was created through a specific participatory
of the intervention. IAPs are structured programs that combine program that engaged new audiences with contemporary
various forms of artistic expression, such as visual arts, music, arts, design, and creativity. This program included interactive
dance, and creative writing, to foster holistic personal development workshops, guided discussions, and collaborative art-making
and self-expression. sessions that allowed participants to share their interpretations and
This result is in line with previous literature showing that responses to the artworks.
openness to experience is linked to a greater propensity for By actively involving the audience in the creative process
aesthetic appreciation and positive encounters with art (McCrae and encouraging them to voice their perspectives, the dialogic
and Costa, 1985). This trait encourages individuals to explore space breaks down barriers between the artist and the viewer,
new ideas and perspectives, making them more receptive to transforming the encounter from a passive reception to an active,
the potential for transformation through aesthetic experiences co-creative experience. This engagement not only deepens the
(Chamorro-Premuzic et al., 2007; Silvia et al., 2009). Individuals individual’s connection to the art but also facilitates mutual
high in openness are more likely to seek out and engage with diverse understanding among participants, as they are exposed to diverse
and complex artworks, increasing the likelihood of experiencing viewpoints and interpretations.
transformative outcomes. Temporal liminality refers to creating an environment where
In addition to these traits, other factors such as cultural participants feel detached from their usual sense of time. This
background, education level, and previous exposure to art may can involve altering the flow of time within the experience, such
also play significant roles in shaping one’s capacity for aesthetic as through prolonged engagement with a single piece of art
transformation. These elements, although not always explicitly or through immersive installations that blur the boundaries of
mentioned in the reviewed studies, are hypothesized to influence time perception (Thomassen, 2015; Liedgren et al., 2023). Spatial
the depth and nature of transformative experiences (TEs) (Pelowski liminality entails modifying physical elements to craft a unique and
et al., 2017). Moreover, these factors are deeply connected to unfamiliar setting. As in the study by Neuhofer et al. (2020), this
another facilitating condition identified in this review: pre- can be achieved by redesigning the physical space of the art venue,
expectations. According to two studies included in our review incorporating unexpected spatial configurations, in terms of visual
(Pelowski, 2015; Starr, 2023), pre-expectations are defined as the aesthetics and design of the place, that stimulated the five senses
preconceived notions, attitudes, and anticipations that individuals and challenge participants’ usual spatial perceptions (Shortt, 2015).
bring to an aesthetic encounter. These pre-expectations can Interestingly, one study even suggested that unfamiliar and
significantly shape the way an individual engages with and uncomfortable contexts could foster transformative experiences. In
responds to art. Cultural background influences pre-expectations the study by Tackett et al. (2023), which aims at supporting the
by providing a framework of values, traditions, and norms through flourishing of 3rd and 4th year medical students, these settings
which art is interpreted (Darda and Cross, 2022). For instance, push participants out of their comfort zones, encouraging them
individuals from cultures that highly value artistic expression may to confront and reflect on their discomfort, leading to potential
approach art with a greater sense of reverence and openness, which personal growth and transformation. A notable characteristic
can facilitate deeper TEs. of these settings is their emphasis on simulated high-stakes
Education level contributes to pre-expectations by equipping scenarios. These scenarios are designed to mimic real-life medical
individuals with the critical skills and knowledge necessary to emergencies and complex patient interactions, which are inherently
appreciate and analyze art. Those with higher levels of education, stressful and demanding. By simulating these high-pressure
particularly in the arts, are likely to have more sophisticated environments, the study aims to prepare medical students for
frameworks for interpreting and engaging with artistic works, the realities of their future careers while simultaneously fostering
which can enhance the potential for transformative outcomes.
resilience and adaptability.
Previous exposure to art also plays a crucial role in forming
In essence, both dispositional traits and contextual design
pre-expectations (Leder et al., 2014). Individuals who have been
play pivotal roles in the potential for aesthetic transformation.
frequently exposed to art are likely to have developed a richer
It is not an "either-or" scenario, but rather a synergy between
and more nuanced understanding of aesthetic experiences. This
individual disposition and contextual elements that can unlock
familiarity can make them more receptive to the emotional
the full potential of art and aesthetics as catalysts for personal
and cognitive impacts of art, thereby increasing the willingness
and societal change. This insight underscores the importance of
to commit to the experience itself and the likelihood of the
a holistic approach when leveraging art for educational or social
transformation.
purposes, recognizing that a combination of factors can lead to
Furthermore, our findings underscore the pivotal role of
profound and meaningful transformation in the realm of aesthetics.
contextual elements in shaping transformative experiences.
Key elements include the establishment of a dialogic space
within the artistic or aesthetic encounter, the introduction of
temporal and spatial liminality, and the creation of new and During the aesthetic experience: the role
innovative environments. The establishment of a dialogic space of discomfort and disruption
involves creating an environment conducive to open dialogue
and exchange between participants and the artwork. This space Throughout history, artists have intentionally pushed
encourages viewers to engage in reflective conversations, fostering boundaries, confronting audiences with uncomfortable truths,
deeper connections and understanding (Paris and Hay, 2020; challenging preconceived notions, and disrupting established

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conventions (Walker, 1999). Similarly, viewers have often process initiated by an initial discrepancy in interaction with the
described being deeply disrupted and struck by their experiences artwork which led to feeling like crying and related emotional states
with art. (i.e., being moved). This is followed by a subsequent shift in schema
As we explore the role of art in transformation, findings from or expectations, leading to resolution and, theoretically, a potential
our systematic review underlined the significance of cognitive restructuring of the self.
discomfort as a powerful trigger for expanding perspectives and In educational studies employing art and aesthetic experiences,
inciting change. Gadamer (1984) and Rothbaum et al. (1982) students often encounter conflicting perspectives, especially when
have asserted that this transition from discordance to self-schema grappling with intricate subjects like climate change or complex
transformation marks the distinction between basic perception to scientific theories (Girod et al., 2010; Bentz and O’Brien, 2019). This
profound interpretation and personal development. In the realm cognitive dissonance materializes when students are presented with
of art, the ability to overcome discordance and achieve self- compelling evidence and arguments that challenge their previously
schema change serves as the demarcation line between a superficial held beliefs, attitudes, or existing knowledge on the topic. This
or unfruitful interaction with art and an aesthetic experience dissonance typically manifests as feelings of confusion, discomfort,
characterized by novelty and profundity (Dufrenne, 1973; Adorno, or even emotional tension (Girod et al., 2010).
1984; Dewey, 2008). To resolve this cognitive dissonance, individuals might embark
While current modeling on art perception tends to focus on a process of self-reflection and discourse. If so, they engage
exclusively on the moment of “aesthetic insight”, or peak of during this phase in critical self-examination, questioning their
harmonious pleasure – when individuals are finally able to grasp existing beliefs while attempting to understand the reasons behind
the final meaning of an artwork and to resonate with it - the true their discomfort. In this context, individuals may actively seek out
transformative potential of art and aesthetics primarily emerges
additional information, participate in discussions with peers or
firstly from discomfort and disruption, which ultimately lead to
educators, and critically assess the validity of various perspectives.
self-schema transformation and to the creation of a new belief
Through this systematic process, they aim to reconcile the
(Pelowski and Akiba, 2011; Pelowski et al., 2017).
dissonance either by adapting and revising their existing beliefs or
Drawing from the insights of Pelowski and Akiba (2011)
by incorporating new information into their worldview.
and the more recent VIMAP model proposed by Pelowski et al.
As we further explore, this experience of cognitive dissonance
(2017), it becomes apparent that the transformative potential
serves as a catalyst for self-reflection, the critical examination
originates from the observer’s pre-existing expectations regarding
of assumptions, and a willingness to explore and embrace new
the artwork or the experience itself. The self-reflective process
viewpoints (Girod et al., 2010).
triggered when these expectations are disrupted marks the
inception of metacognitive reevaluation, ultimately culminating in
a modification of the self-schema.
Consider, for instance, an individual attending an avant-garde Immediate outcomes of aesthetic
art exhibition with the preconceived expectation that art should
transformation: insight and epiphany
conform to traditional forms and structures. Upon encountering
a highly abstract and unconventional artwork that challenges
Numerous immediate outcomes can be attributed to the
these expectations, the individual experiences confusion and
experiences of cognitive dissonance and discrepancy that
disorientation. This initiates a process of self-reflection as they
frequently manifest during aesthetic encounters. Central to
contemplate why they find this artwork perplexing and why it
these outcomes is the recurring theme of insight and epiphany,
does not align with their prior beliefs about art. Over time, this
which can be defined as moments of sudden and profound
metacognitive revaluation may lead to a shift in their perception
of art, making them more open to unconventional forms of understanding or realization.
artistic expression and, consequently, transforming their self- The profound impact of art and aesthetic experiences on
schema concerning art appreciation. fostering such epiphanies has been extensively studied in the
Also, in the context of transformative learning, as context of art therapy and art-based practices. In these settings,
conceptualized by Mezirow (2003) and further elaborated by both the creation and appreciation of art and aesthetics have been
others, the concept of the “disorienting dilemma” holds a linked to the analytical experience of insight, often described as
central place. This concept represents a critical juncture in the “seeing in” (Rubin, 2011).
transformative process where individuals are confronted with Furthermore, it is crucial to observe that the concept of
a situation or information that fundamentally challenges and "transformative learning," which corresponds to the notion of
disrupts their pre-existing beliefs, assumptions, or expectations. sudden knowledge acquisition resulting from a profound cognitive
It serves as a catalyst for inducing cognitive dissonance, a state reorganization, was initially introduced by Mezirow (1997, 2003) as
characterized by the mental discomfort arising from holding a fundamental element of the Transformative Theory of Learning,
conflicting or incongruent beliefs or attitudes. primarily within the educational context. This theory consists
The significance of discomfort and disruption as the initial of two fundamental elements: critical reflection or critical self-
stages of transformation is further validated by our findings. In his reflection, which involves individuals examining their underlying
study, Pelowski (2015) accounts for the experience of feeling like assumptions, and critical discourse, where learners validate their
crying as a physiological response to discomfort and consequent judgments and acquire new knowledge through discussions with
self-schema change. The author presents a dual-factor model other adults to explore further and refine their assumptions and
proposing that tears result from a cognitive and physiological realizations.

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In the recent conceptual analysis conducted by Chirico aesthetics to enhance individuals’ ability to appreciate life’s nuances
et al. (2022), epistemic expansion emerged as one of the two and navigate uncertainty.
phenomenological components of TEs. This concept refers to As we explore in the next section, these epiphanies can have
the acquisition of novel forms of knowledge, impacting both the lasting effects on individuals, contributing to personal growth and
self and the external world. To illustrate, within the context of heightened self-awareness and connection with others.
spiritual experiences, epistemic expansion manifests as a profound
sense of self-diminishment, accompanied by a deep feeling of
interconnectedness with all living beings. During peak experiences, Long-term aftereffects: personal growth,
individuals perceive the world as inherently good, beautiful, empathy and connection
and desirable, while simultaneously realizing the harmonious
resolution of previously perceived polarities and dichotomies.
The long-term aftereffects of transformative aesthetic
Conversely, near-death experiences (NDEs) often entail the
experiences reveal a multifaceted spectrum of enduring personal
dissolution of bodily boundaries, an acute comprehension of the
and social growth, underscoring their profound and lasting impact
entirety of existence, and the sensation of standing at the precipice
on individuals. These aftereffects can be categorized across various
of an irreversible threshold. Additionally, those undergoing NDEs
domains, beginning with a significant shift in an individual’s
often encounter an altered subjective perception of time, which
schema and self-concept, as a consequence of the epistemic
may expand or dilate, despite the entire experience lasting only
expansion process. This transformation results in a long-lasting
a few moments. Furthermore, perceptions of space are frequently
alteration in how individuals perceive both themselves and the
strained, distorted, and transcended, exemplified in cases of out-of-
world around them, as demonstrated in studies by Pelowski (2015)
body experiences and NDEs.
and Girod et al. (2010). This transformation frequently extends
In the studies included in this review, participants often
beyond the individual, leading to personal and professional growth,
articulate how aesthetic encounters initiate insights and cognitive
characterized by a renewed sense of purpose, increased honesty,
shifts, motivating them to explore new meanings, challenge
and improved self-esteem, as observed in research by Paris and
boundaries, and question prevailing ideologies. For instance, these
Hay (2020), Neuhofer et al. (2020), and Tackett et al. (2023).
encounters frequently prompt individuals to challenge established
The aftereffects encompass interpersonal and social
norms and beliefs concerning the self, others, and the world
dimensions, as participants often report a reconnection with
(Pelowski, 2015; Tackett et al., 2023). In a study by Neuhofer
their inner selves and a heightened connection with others. This
et al. (2020), attendees at transformative experiences festivals often
leads to improved empathic skills, enhanced social and cultural
reported a sense of accomplishment through the exploration of
awareness, and a strengthened sense of community, as documented
their inner selves, suggesting that this exploration can lead to the
in studies by Cuypers et al. (2012), Paris and Hay (2020), Neuhofer
unlocking of existential questions and serve as catalyst for sudden
et al. (2020), and Gross et al. (2021).
realization about the world such as a benevolent and positive place.
This is in line with previous literature in which art and
In the study conducted by Bentz and O’Brien (2019), art
aesthetic experiences have been recognized to have the unique
was employed instrumentally to communicate and raise profound
ability to foster empathy and connection (Eisner, 2002; Goldstein
awareness about important social and environmental issues.
and Winner, 2012). When we engage with art, whether through
Participants taking part in the designed project reported a sudden
visual arts, literature, or performance, we often step into the
discovery about their "own consumerist interior", indicating a
shoes of others, experiencing the world from different viewpoints
newfound insight about themselves. Others stated that they
(Nussbaum, 1997). This empathetic connection has profound
immediately "changed behavior, which led to new routines, which
implications for social change: aesthetic encounters can lead to
then led to new thoughts," or that their involvement in the project
greater understanding and compassion for diverse perspectives,
through experiential learning resulted in a "180-degree change."
ultimately promoting tolerance and unity (Greene, 1995). In
Consequently, participants demonstrated increased awareness
a world marked by division and conflict, the capacity of art
about issues related to water shortages, water quality, plastic
to bridge gaps and generate empathy deserves attention and
pollution, and their ecological footprint.
exploration (Zeki, 2001). These transformative encounters also
As highlighted by the above findings, it’s important to
foster long-term learning, honing critical thinking abilities and
note that encounters with art and aesthetics do not lead to
the mere acquisition of knowledge but to a process by which promoting the acceptance of diversity, thereby highlighting their
participants construct meaning in their lives and develop a deeper profound educational and societal implications (Mezirow, 1991;
understanding of themselves, others, and the world. This type Dewey, 1934).
of experience entails a profound shift in perceptual framework, Furthermore, transformative aesthetic experiences have a
prompting individuals to rapidly scrutinize their existing beliefs lasting impact on emotional development. They contribute to
and perspectives critically. This examination enables them to adopt enhancing resilience, emotional intelligence, and creativity skills, as
fresh viewpoints and accommodate novel insights and information. indicated by studies conducted by Bentz and O’Brien (2019).
Closely related to the concept of insight, another relevant
outcome observed in some studies is the development of increased
ambiguity tolerance among participants (Tackett et al., 2023). Conclusion
This suggests that transformative aesthetic experiences expand
individuals’ capacity to embrace complexity and navigate emotional In this review, we undertook the systematic task of synthesizing
intricacies effectively. Such an outcome underscores the potential of the existing literature explicitly addressing the psychological

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Pizzolante et al. 10.3389/fpsyg.2024.1328449

impact and components underlying TEs in the domain of predominance of studies related to visual art compared to other art
art and aesthetics. forms and usage contexts, as already mentioned in the discussions.
Literature increasingly converges in considering art and This is likely due to the ease of designing studies with visual stimuli
aesthetics as potential elicitors of transformations (Pelowski and and the greater emphasis traditionally placed on visual art. This
Akiba, 2011, Pelowski et al., 2017). This established understanding imbalance should be taken into consideration, as the prevalence of
highlights how engaging with art, music, literature, or nature can studies related to visual art skews results regarding the effects of
evoke profound emotional responses, alter our mood, and also aesthetic experiences, leading to less literature on music, dance, and
foster deeper individual psychological changes. other artistic forms.
However, the literature lacks a comprehensive exploration of Additionally, with respect to the methodological approaches,
the nature and extent of these transformations. While it is evident the aesthetic experiences under consideration often do not include
that aesthetic experiences can challenge perspectives and provoke control groups. In the present work, we found only two studies
thought, the specific mechanisms and breadth of these changes that included a control group. Although the absence of control
remain under-researched. groups does not invalidate the findings, it limits the ability to
In conclusion, building on a previous conceptual analysis of establish causal claims regarding the transformative effects of art
TEs by Chirico et al. (2022) and several theoretical frameworks and aesthetics. Control groups play a crucial role in distinguishing
by Pelowski and Akiba (2011) and Pelowski et al. (2017) that the impact of artistic or aesthetic experiences from other variables
evaluated the temporal sequencing of aesthetic experiences (pre- that might influence transformation (Skov and Nadal, 2023). This
encounter, during the experience, immediate outcomes, and is particularly important when dealing with subjective and context-
long-term aftereffects), the current work achieved two main dependent phenomena like TEs.
objectives related to RQ2 (What are the fundamental psychological To strengthen the evidence base in this field, future research
components characterizing aesthetic transformative experiences?). should prioritize more rigorous study designs and more
First, it investigated the psychological dimensions of TEs identified heterogeneous stimuli (visual, auditory, tactile etc.). Randomized
by Chirico et al. (2022) within the context of aesthetic experiences. controlled trials (RCTs) with well-defined control groups can help
Second, it systematically examined how and when the effects of establish causal relationships and enhance the internal validity
aesthetic transformation occur. of findings. RCTs offer the advantage of experimental control,
In the pre-encounter phase, we focused on the conditions that allowing researchers to manipulate variables related to art and
can predispose an individual to have a transformative aesthetic aesthetics and assess their impact systematically (Lord et al.,
experience. During the aesthetic experience, we explored the role of 2009; Mohr et al., 2009). While RCTs in the context of aesthetic
discomfort and disruption as key elements that can catalyze change. experiences may pose practical and ethical challenges, they remain
Subsequently, we analyzed the immediate outcomes of aesthetic a gold standard for determining causality (Bolier et al., 2013; Weiss
transformation, such as insight and epiphany, which represent et al., 2016) and closing this gap should be a guiding principle for
moments of profound understanding and revelation. Finally, we future empirical studies.
considered the long-term effects, such as personal growth, empathy, Nevertheless, this synthesis provides only a glimpse into the
and connection, highlighting the lasting impact of transformative richness of this field as it stands at present. The thorough analysis
aesthetic experiences. of both theoretical and empirical studies has enabled us to assemble
This work not only helps to better operationalize the variables a mosaic of insights that shed light on the complex nature
of interest in empirical experimental settings but also provides of transformative aesthetic experiences. Our investigation also
a useful framework for designing future studies. For instance, highlights the need for continued research to delve deeper into the
researchers and practitioners in the field can use this work to multi-layered complexity of these experiences.
identify and measure specific pre-experimental conditions, critical For instance, the emergence of immersive technologies,
experiential elements, and post-experiential outcomes, thereby including virtual and augmented reality, as innovative ways to
facilitating a more precise design for aesthetic transformation encounter art and aesthetics, introduces a new layer of complexity
assessment. Additionally, this work can help develop targeted and a new frontier for research and exploration (Candy and
interventions and educational programs that leverage the specific Edmonds, 2002; vom Lehn et al., 2007; Candy and Ferguson,
timing/ moment at which each psychological effect of aesthetic 2014; Pizzolante and Chirico, 2022; Pizzolante et al., 2023, 2024).
transformative occurs. For example, if an intervention aims to Furthermore, the introduction to these technologies lead to new
stimulate creativity and insight generation, it could be beneficial to questions about if and how they can sustain transformation or
design a task where participants first engage with aesthetic stimuli, other kinds of psychological changes (Zubala et al., 2021; Neuhofer
followed by an insight generation task or assessment. Conversely, et al., 2020; Sherman and Morrissey, 2017). For example, can
if the goal of another intervention is to strengthen the sense of digital environments evoke transformative experiences similarly
belonging to a community, it might be more effective to focus on to traditional settings? What features of digital art or VR
the longer period following the aesthetic experience and, therefore, experiences contribute to their transformative potential? Are
longitudinal studies (Sherman and Morrissey, 2017). these transformations equivalent to those in traditional settings?
Regarding RQ1, which concerns the potential to affirm Additionally, there is a need to investigate the long-term effects
the transformative nature of art and aesthetics regardless of of technologically mediated experiences. Do they lead to sustained
the type of artwork, usage contexts, and the methodological personal growth and social connectedness akin to traditional art
approaches employed to evaluate their transformative potential, the forms?
conclusions we can draw correspond to the possible limitations These questions are critical, as more people,
of the present work. Primarily, these limitations pertain to the especially the youth, engage with these technologies.

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Understanding their potential can help create beneficial bridging gaps among diverse populations. Artists, curators, and
interventions leveraging their power. cultural institutions can curate immersive environments and
The practical implications of this systematic review traverse experiences that intentionally facilitate transformative encounters,
multiple disciplinary boundaries, spanning the domains of paving the way for meaningful reflection and growth (Milbrandt,
psychology, education, therapy, and the arts. Acknowledging 2010; Clammer, 2014; Blackburn Miller, 2020).
the profound potential of aesthetic experiences opens doors to In conclusion, by acknowledging and harnessing the
enriching educational programs, therapeutic interventions, and transformative potential of aesthetics, we stand to cultivate a
the conception of artistic and cultural encounters. Educators, world characterized by deeper connections, heightened empathy,
for instance, have long harnessed the transformative power of and enriched human experiences. Future research endeavors
art and aesthetics to nurture critical thinking, empathy, and should embrace interdisciplinary approaches and innovative
personal development among students (Peppler, 2010). Dewey, methodologies to further illuminate the processes and far-reaching
in his seminal work "Art as Experience" (1934), emphasized that consequences of transformative aesthetic encounters.
aesthetic experience is integral to education. He argued that
engagement with art fosters reflective thinking and emotional
growth, encouraging individuals to perceive and interpret the world
in novel ways. Through aesthetic experiences, students learn to Data availability statement
appreciate complexity, embrace ambiguity, and develop a deeper
understanding of themselves and others. Also, Mezirow’s theory of The original contributions presented in the study are included
transformative learning also underscores the educational value of in the article/supplementary material, further inquiries can be
art and aesthetics. According to Mezirow (1991), transformative directed to the corresponding author.
learning involves a profound shift in perspective, often triggered
by a disorienting dilemma that challenges existing beliefs and
assumptions. Art, with its capacity to provoke and disrupt,
serves as an ideal catalyst for such transformative experiences. Author contributions
By confronting students with new perspectives and emotional
challenges, aesthetic experiences can facilitate critical reflection MPi: Conceptualization, Data curation, Investigation, Software,
and promote significant personal and intellectual growth. Thus, Writing – original draft, Writing – review and editing,
incorporating aesthetic elements into curricula provides students Methodology. MPe: Conceptualization, Supervision, Validation,
with unique opportunities to engage with the world profoundly. Visualization, Writing – review and editing. TD: Visualization,
For example, through the study and creation of art, students Writing – review and editing, Data curation. SB: Data curation,
can explore diverse cultural narratives, understand complex social Investigation, Software, Visualization, Writing – review and
issues, and develop a nuanced appreciation of human experiences. editing. ES: Writing – review and editing. AG: Funding acquisition,
This approach not only enhances cognitive skills but also fosters Resources, Supervision, Validation, Visualization, Writing – review
empathy and emotional intelligence. Moreover, aesthetic education and editing. AC: Project administration, Supervision, Validation,
often extends beyond traditional classroom settings. Field trips Visualization, Writing – review and editing.
to museums, art galleries, and theaters, as well as community-
based art projects, provide experiential learning opportunities that
reinforce classroom teachings and foster a lifelong appreciation for
the arts. Funding
In the realm of therapy, art and aesthetics can serve as powerful
vehicles for emotional healing and profound personal growth. The author(s) declare financial support was received for the
Therapists have the opportunity to explore the therapeutic utility of research, authorship, and/or publication of this article. This work
aesthetics, allowing individuals to express themselves in ways that has been supported by the Ministry of University and Research
may be difficult through conventional verbal communication. (MUR), formerly Ministry of Education, University and Research
For example, an individual struggling with trauma or emotional (MIUR) within one project funded by “Education and Research
distress may find solace and healing through creating art or for Recovery – REACT-EU,” included in the NOP Research and
engaging with aesthetic experiences. The act of creating art, be Innovation 2014-2020 and from two grants PRIN titled “E-
it painting, sculpture, or even writing, can provide a safe and MOTIONS: Exploring Aesthetic Emotions in Virtual and Real
expressive outlet for exploring and confronting complex emotions Environments” (cod. 2022NWRENN) and “MentalFlex: Validation
(Geller, 2018). The aesthetics of the artwork itself can offer valuable of a Novel Psychometric 3D Model of Affect Dynamics” (cod.
insights into the individual’s emotional landscape, facilitating P2022PXAZW).
therapeutic breakthroughs (Tsiris, 2008; Sarasso et al., 2023).
Aesthetic experiences can also be applied in group therapy
settings, where participants collectively engage in creating art or
experiencing art forms. This shared aesthetic journey can foster Conflict of interest
a sense of community, empathy, and support, contributing to
personal growth and resilience (Kapitan, 2011). The authors declare that the research was conducted in the
Moreover, the artistic community itself holds a pivotal role absence of any commercial or financial relationships that could be
in fostering social transformation, advocating for empathy, and construed as a potential conflict of interest.

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Pizzolante et al. 10.3389/fpsyg.2024.1328449

Publisher’s note organizations, or those of the publisher, the editors and the
reviewers. Any product that may be evaluated in this article, or
All claims expressed in this article are solely those of the claim that may be made by its manufacturer, is not guaranteed or
authors and do not necessarily represent those of their affiliated endorsed by the publisher.

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