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Features productive (re)interpretations of 21st century experience using the lens of Dewey's Art as Experience, through putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text.

Deweyan thought and pragmatic education strategies are applied to the aftermath of school shootings, return to teaching and learning, and relational aesthetic responses to these shootings. Additionally, educational and aesthetic theories are used to understand the effects of shootings, including analysis of responsive artful works and design. Response themes and steps toward reconstruction of associated living are noted across three sites. There is potential for reclamation, restoration, and re‐presentation of experience through doubled reconstruction of communal spaces and of post‐shooting relational identity. Strategies to address ongoing response and recovery are based on national guidelines and include application of a theoretical model based on educational strategies, relational aesthetic response, and associated living practices.