David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Aesthetic Education 41 (3):41-58 (2007)
: In higher education creative writing's focus on producing the well-formed piece rather than the writing's historical and social context puts its pedagogy at odds with the majority of literary studies disciplines. Although problematic for the curriculum, there are good reasons—stemming from the anti-instrumentalism of Kant's notion of aesthetic freedom—why integrating creative writing is difficult. Examining two recent attempts to cross this creative-critical divide by making creative writing part of cultural studies, the article argues that the authors' sociological suspicion of the "aesthetic" leads to a misplaced criticism of the New Critics and T. S. Eliot as the originators of an apolitical, asocial aesthetic formalism perpetuated by creative writing. Instead, their aesthetic principles are shown to derive from Emerson and Schiller's Letters on the Aesthetic Education of Man, where formal principles of creativity are part of a political program for a united and freely democratic society. Schiller's problems with establishing his aesthetic state, however, are shown to suggest how creative freedom may always necessarily involve recognition of a work's social and historical position, and the article concludes with a series of practical suggestions for seminars that would relate students' experience of creative writing to the social contexts of literary criticism
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Timothy N. Atkinson (2008). Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses. Journal of Academic Ethics 6 (1):33-50.
Dina Zoe Belluigi (2011). Intentionality in a Creative Art Curriculum. Journal of Aesthetic Education 45 (1):18-36.
Ming Dong Gu (2009). From Yuanqi (Primal Energy) to Wenqi (Literary Pneuma): A Philosophical Study of a Chinese Aesthetic. Philosophy East and West 59 (1):pp. 22-46.
Peter Abbs (1994). The Educational Imperative: A Defence of Socratic and Aesthetic Learning. Falmer Press.
Elizabeth Gould (2011). Writing Trojan Horses and War Machines: The Creative Political in Music Education Research. Educational Philosophy and Theory 43 (8):874-887.
Lori A. Custodero (2005). "Being With": The Resonant Legacy of Childhood's Creative Aesthetic. Journal of Aesthetic Education 39 (2):36-57.
Nathan Ross (2010). The Debt of Philosophical Hermeneutics to Schiller's Letters on Aesthetic Education. Epoché: A Journal for the History of Philosophy 15 (1):203-219.
Nellie McCaslin (2005). Seeking the Aesthetic in Creative Drama and Theatre for Young Audiences. Journal of Aesthetic Education 39 (4):12-19.
Tomas Georg Hellström (2011). Aesthetic Creativity: Insights From Classical Literary Theory on Creative Learning. Educational Philosophy and Theory 43 (4):321-335.
Robert L. Williams (2002). Creative Performance in the Classroom. Inquiry 22 (1):7-20.
Added to index2009-01-28
Total downloads24 ( #152,186 of 1,789,998 )
Recent downloads (6 months)6 ( #140,142 of 1,789,998 )
How can I increase my downloads?