 Like all important experiences, our engagements with artworks can also lead to what Philip Jackson calls “experiential growth” (Jackson 1998: 111). Here Jackson follows Dewey’s notion of growth, which is central to his philosophy of education. The idea of growth is also related to Dewey’s naturalist underpinnings; when the organism overcomes some problematic situation, there is at least some minimal degree of growth. The organism learns something and can use the experience in new circumstances in the future. Growth, in other words is, for Dewey, 