The rhythm of loss of integration with environment and recovery of union not only persists in man, but becomes conscious with him; its conditions are material out of which he forms purposes. Emotion is the conscious sign of a break, actual or impending. The discord is the occasion that induces reflection. Desire for restoration of the union converts mere emotion into interest in objects as conditions of realization of harmony. With the realization, material of reflection is incorporated into objects as their meaning. Since the artist cares in a peculiar way for the phase of experience in which union is achieved, he does not shun moments of resistance and tension. He rather cultivates them, not for their own sake but because of their potentialities, bringing to living consciousness an experience that is unified and total. In contrast with the person whose purpose is esthetic, the scientific man is interested in problems, in situations wherein tension between the matter of observation and of thought is marked. Of course he cares for their resolution. But he does not rest in it; he passes on to another problem using an attained solution only as a stepping stone on which to set on foot further inquires.
(Dewey 1934 p. 15-16)
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It seems like truly beneficial learning is actually a combination of the artistic and the scientific. Individuals need to be able to not only recognize problems or inconsistencies as the scientific mind does, but also create the tensions or "what-if" scenarios that seem to be the hallmark of the artistic mind. A combination of these two types of learning would seem to contribute to the stepping stone approach: recognize the problem, reflect on the problem, solve the problem, brainstorm on other related problematic scenarios or issues.
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