Aesthetic experience is a perceptual experience centered on the beauty of an object, such as art or nature, but it can also involve other qualities like sublimity or emotional depth. The philosophical study of aesthetic experience emerged prominently in the 18th century and involves various theories on its nature, value, and focus.

Philosophers have used the concept of aesthetic experience for multiple purposes, including defining art, advocating for the importance of art criticism, and emphasizing the personal or social significance of education in sensibility. Some even consider aesthetic experience as a form of cognitive contact with the world’s fundamental metaphysics. 

Main Concepts and Definitions:

Aesthetic Experience: A perceptual or emotional experience focused on the beauty, sublimity, or expressive qualities of an object (elements noticed in nature), often involving a form of cognitive or imaginative engagement.

Form and Function: Aesthetic experience can be centered on the formal properties of an object (e.g., shape, color, texture, etc.) and its function or purpose. Historically, form and function were seen as interconnected in the perception of beauty.

Power to Please: Beauty or sublimity can be viewed as properties that have the power to produce pleasurable responses in observers. This view aligns with empiricist traditions where aesthetic qualities are seen as secondary qualities dependent on human perception.

Merit: Aesthetic experiences often involve a sense that the object merits or deserves a particular response, such as pleasure or admiration. This notion is particularly emphasized in Kantian aesthetics, where aesthetic judgments are seen as universal and disinterested.

(Emotional) Expression: Aesthetic experience often focuses on the expressive qualities of objects (elements in nature), which can convey emotions, attitudes, or entire perceptual experiences. Theories here include:

• • Transfer: Feelings are transferred from the artist (a Shinrin Yoku Guide/participant/forest) to the perceiver (a participant/Shinrin Yoku Guide)
  • Projection: The perceiver (guide and participants) projects emotions or experiences onto the object.
  • Correspondence: There’s a perceived resemblance between the object and certain human experiences.
  • Transformation: The creation process transforms raw feelings into clarified and organized emotional expressions.

Fundamental Nature: Some theories suggest that aesthetic experience offers insight into the fundamental nature of reality, providing a unique form of knowledge about the world’s structure and our place in it. This view is prominent in Romanticism, German Idealism, and existential phenomenology.

Mental Aspects of Aesthetic Experience:

Pleasure: Almost universally acknowledged as a typical aspect of aesthetic experience, though its necessity and source vary across theories. Pleasure may derive from positive evaluation, mental activity, liberation from practical concerns, knowledge gain, or sense of agancy, social connection. 

Positive Evaluation: Participants might feel pleasure from simply observing the beauty of the forest. The vibrant green leaves, the intricate patterns of the tree bark, or the delicate petals of a wildflower can evoke a deep sense of appreciation and joy. This positive evaluation of nature’s intrinsic beauty can enhance the overall aesthetic experience.

Mental Activity: The forest environment often stimulates mental activity, allowing participants to engage in reflection and imagination. For example, noticing the interplay of light and shadow among the trees might lead to creative thoughts or memories, providing a sense of pleasure derived from mental engagement,

Liberation from Practical Concerns: Shinrin Yoku offers a temporary escape from daily stresses and responsibilities. The act of slowly walking through the forest, breathing deeply, and immersing oneself in the natural surroundings can provide a sense of liberation and relief, fostering a pleasurable experience of freedom and tranquility.

Knowledge/Take-aways Gain: Participants may find pleasure in learning about the flora and fauna within the forest, the history of the land, Japanese concepts, benefits of spending time in the forest. A guide might share interesting facts about the above and more, enriching the experience with educational value. This newfound knowledge can lead to a deeper appreciation and a sense of satisfaction.

Sense of Agency: Engaging in mindful practices during a Shinrin Yoku session, such as choosing a spot to sit quietly or selecting a particular tree to observe closely, can enhance a participant’s sense of agency. Making these personal choices within the session through invitations fosters a sense of control and empowerment, contributing to a pleasurable experience.

Social Connection: Sharing the experience with others, whether through guided group sessions  can enhance the pleasure of the session. The social interaction, shared observations, and collective appreciation of nature can strengthen bonds and create a sense of community, adding another layer of enjoyment.

Conceptualization: Some theories argue that aesthetic experience excludes conceptual thought, focusing instead on direct, non-conceptual engagement with the object. Others maintain that conceptualization is necessary for fully appreciating an artwork

Direct, Non-Conceptual Engagement: Some theories suggest that aesthetic experiences should be direct and non-conceptual, focusing on immediate sensory engagement with the object. In a Shinrin Yoku session, this might involve participants immersing themselves fully in the sensory aspects of the forest without labeling or analyzing what they encounter. For example:

• • • • Sensory Immersion: Participants might close their eyes to listen to the diverse sounds of the forest, such as birds chirping, leaves rustling, or a nearby stream flowing. This pure sensory experience allows for a direct connection with nature, fostering a state of mindfulness and presence.
      • Mindful Observation: Participants might spend time observing the intricate patterns on a leaf, the movement of insects, or the play of sunlight through the canopy, focusing solely on the sensory details without attaching labels or concepts.

Conceptual Engagement: Other theories argue that conceptual thought is necessary for a fuller appreciation of an aesthetic experience. In Shinrin Yoku session, this might involve understanding and reflecting on the ecological, cultural, or scientific aspects of the forest. For example:

• • • • Ecological Awareness: A guide might explain the interdependence of different species within the forest ecosystem, enhancing participants’ appreciation by providing a conceptual framework for understanding the complex web of life they are observing.
      • Cultural Significance: The guide might share stories or traditions related to the forest, such as the cultural importance of certain trees or plants in local folklore, adding a layer of meaning to the experience.
      • Scientific Insight: Learning about the physiological benefits of forest bathing, such as how phytoncides (aromatic compounds released by trees) can boost the immune system, can deepen participants’ appreciation and engagement with the environment.

Blending Both Approaches: Often, the most enriching experiences in  a Shinrin Yoku session can arise from blending both direct sensory engagement and conceptual understanding. For example:

• • • • Guided Reflections: A session might begin with a period of quiet, non-conceptual immersion in the forest, followed by guided reflections that provide conceptual insights, helping participants connect their direct sensory experiences with a context.
      • Interactive Engagemnet: Invitations that encourage both sensory engagement and learning, such as identifying different tree species by their leaves or bark while also understanding their role in the ecosystem, can provide a balanced approach that enriches the overall experience – depending on the intention of a guide of a session.

Imagination: Imagination plays a crucial role in synthesizing sensory input and engaging with art beyond what is perceptually given. This can involve free play, make-believe, or recreating the artist’s original intent. In the context of forest bathing sessions, this can be a sense of agency (or sense of control, is the subjective awareness of initiating, executing, and controlling one’s own volitional actions in the session by the means of invitions)

Free Play and Make-Believe:

• • • • Creative Interaction with Nature: Participants can be encouraged to engage in playful and imaginative activities, such as imagining the forest as a magical realm or visualizing themselves as part of the forest ecosystem. 
      • Nature Stories: Guides might invite participants to create stories or narratives about the creatures and plants they encounter. For instance, imagining the life journey of a particular tree or the adventures of an insect can spark creativity and deepen engagement.

Recreating the Artist’s Original Intent:

• • • • Mindful Observations: Participants can be guided to observe the intricate details of the forest with the mindset of an artist. They might be encouraged to imagine the intention behind the patterns on leaves, the design of a spider’s web, or the structure of a flower.
      • Artistic Reflections: After a period of sensory immersion/activation, participants might be invited to express their experiences through drawing, writing, or other creative forms. This can help in internalizing and personalizing their interaction with the forest.

Sense of Agency:

• • • • Personalized Invitations: During a Shinrin Yoku session, participants are often given “invitations” to engage with their surroundings in various ways. These invitations might include activities like touching the bark of a tree, collecting different types of leaves, or simply lying on the forest floor and observing the sky.
      • Volitional Actions: By choosing how they wish to interact with the environment, participants exercise a sense of control and personal agency. This can enhance their sense of ownership over the experience, making it more meaningful and impactful.

Synthesizing Sensory Input:

• • • • Imaginative Engagement: Participants can be encouraged to imagine how different sensory inputs connect. For example, while listening to the sound of a stream, they might visualize its path through the forest, its role in nourishing the plants, and its journey to larger bodies of water.
      • Sensory Integration: Imagination can help in blending different sensory experiences into a cohesive whole. Imagining the taste of a forest berry, the smell of pine needles, and the touch of moss can create a rich, multi-sensory tapestry.

Practical Examples:

• • • • Guided Visualization: A guide might lead a visualization exercise where participants imagine themselves as a tree, feeling the sun’s warmth, the soil’s support, and the wind’s touch. This can deepen empathy and connection to the natural world.
      • Role-Playing Activities: Participants might be invited to take on the roles of various forest inhabitants, imagining their lives, challenges, and interactions. This can foster a deeper understanding and appreciation of the ecosystem.

Emotion: Central to many theories, emotions can be felt as part of the aesthetic experience or as a response to the expressive properties of the object (e.g., a fallen tree, moss) and surroundings (i.e. forest). Some views propose a distinct “aesthetic emotion” felt across different experiences.

Expressive Properties of the Environment:

• • • • Natural Objects: Participants may feel a range of emotions in response to specific elements in the forest, such as a fallen tree or a patch of moss. These natural objects can evoke feelings of awe, serenity, nostalgia, or even sadness, depending on their appearance and the participant’s personal associations.
      • Surroundings: The overall atmosphere of the forest, with its sounds, scents, and sights, can elicit a emotional response. The rustling of leaves, the chirping of birds, and the earthy smell after rain can create a sense of peace and contentment.

Aesthetic Emotion:

• • • • Distinct Emotional Responses: Some theories propose the existence of a distinct “aesthetic emotion,” which is a unique type of feeling experienced during aesthetic encounters. In a forest bathing session, this might manifest as a deep sense of harmony, a feeling of being one with nature, or a transcendental state that goes beyond everyday emotions.
      • Emotional Resonance: Participants often report feelings of rejuvenation, calmness, and joy after engaging with the forest. These emotions are not merely reactions but are deeply intertwined with the aesthetic and sensory experiences of being in nature.

Emotional Engagement:

• • • • Mindful Presence: Guides encourage participants to be present and mindful, which allows them to fully experience and process their emotions in whatever way they choose to. By slowing down and paying attention to their surroundings, participants can become more attuned to their emotional responses.
      • Reflective Activities: Activities such as journaling, silent contemplation, or sharing experiences with the group can help participants articulate and understand in processing. Reflecting on how they feel in the forest can enhance their emotional awareness and deepen their connection to nature.

Disinterest: Aesthetic experience is often characterized by disinterested engagement, where the observer focuses on the object itself without concern for practical utility or personal gain. This concept, rooted in Kantian aesthetics, is interpreted in various ways across different theories.

Pure Engagement with Nature:

• • • • Focus on the Present: Participants in a Shinrin Yoku session might be encouraged to immerse themselves in the forest environment without any distractions or ulterior motives without any concern for their practical uses. In this process, they may find themselves becoming interested in whatever they choose to.
      • Observing for Observation’s Sake: The act of observing the intricate patterns of leaves, the texture of tree bark, or the play of light and shadow becomes an end in itself. Participants are guided to appreciate these elements simply for their inherent beauty and not for any potential benefits or uses they might offer.

Disinterested Pleasure:

• • • • Aesthetic Enjoyment: By adopting a disinterested stance, participants can derive pure aesthetic pleasure from their surroundings. This pleasure is detached from personal desires and instead stems from a deep appreciation of nature’s beauty. 
      • Mental Clarity: Disinterest allows for a form of mental clarity where the mind is free from the clutter of practical concerns and can fully engage with the present moment. 

Interpretations of Disinterest:

• • • • Kantian Perspective: According to Kant, true aesthetic appreciation involves a disinterested attitude where the observer’s focus is solely on the form and beauty of the object. In Shinrin Yoku, this can mean appreciating the forest without any thought of exploitation, utility, or personal gain.
      • Modern Interpretations: Contemporary theories might expand on this idea, suggesting that disinterest in nature helps cultivate a sense of humility and interconnectedness with the natural world. By not viewing nature as a resource to be used, participants can develop a more respectful and symbiotic relationship with their environment.

Normativity: Aesthetic experiences often involve normative claims, suggesting that certain responses to objects are appropriate or merited. This normativity can be universal or personalized, depending on the theory.

Universal Normative Claims:

• • • • Appropriate Responses:  Guides may recognize that certain responses to nature are universal, this we can say universally appropriate/accepted. For example, feelings of awe and reverence when encountering a towering ancient tree or a serene forest clearing in the middle of the forest might be considered merited responses. This indicates that some aesthetic experiences have a normative dimension, where certain emotional and cognitive reactions are seen as fitting.
      • Cultural and Ethical Standards: Normativity can also encompass cultural and ethical standards regarding the treatment of nature. Participants may be encouraged to approach the forest with respect and mindfulness, recognizing the intrinsic value of natural elements and the importance of conservation. This normative stance promotes a deeper, more ethical engagement with the environment.

Personalized Normative Claims:

• • • • Individual Experiences: While some responses may be universally accepted, guides also recognize the personalized nature of aesthetic experiences. Each participant’s background, preferences, and emotional state can influence their engagement with nature. Normativity in this context means acknowledging and validating diverse responses, whether it’s a sense of peace, joy, curiosity, or even melancholy.
      • Subjective Appropriateness: Personalized normative claims suggest that what is appropriate for one individual might differ for another. A guide might offer invitations that cater to various responses, encouraging participants to explore what feels personally meaningful and merited. This approach respects individual differences.

Those who train to become Forest Bathing, Forest Therapy, or Shinrin Yoku Guides recognize that participants exhibit a diverse array of responses during sessions, and all of these responses are considered valid and meaningful.

Further Reading

Components of aesthetic experience: aesthetic fascination, aesthetic appraisal, and aesthetic emotion

Level of attention mediates the association between connectedness to nature and aesthetic evaluations of photographs of nature

Aesthetic Philosophy in Shinrin Yoku Practice