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  1. In Defense of Art Museum Audio Guides.Antony Aumann - 2024 - The Journal of Aesthetic Education 58 (2):43-63.
    Abstract:This article aims to defend the value of art museum audio guides. Modern guides have many functions, but I will focus on two that pertain directly to art appreciation. First, audio guides offer tours that direct visitors' attention to museum highlights. Second, they have individual stops that offer commentary and criticism about individual works of art. I will concede that the tours do not serve the interests of all visitors. However, I will defend the merits of the individual stops. In (...)
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  2. Aesthetic Normativity, Aesthetic Education, and Hypothetical Judgments.David Fenner - 2024 - The Journal of Aesthetic Education 58 (2):30-42.
    Abstract:In this article, I will try to show that (1) one of the more compelling reasons for advocating for aesthetic normativity comes from an axiom that suppositionally underlies aesthetic educational endeavors and (2) by framing aesthetic judgments contextually and hypothetically we may be able to deal effectively with one of the more compelling reasons for antinormativity, namely the fact of irreconcilable differences between judgments of two equally competent judges. I will try to show that framing judgments contextually is common practice (...)
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  3. Virgil's Feminist Counterforce: Juno's Furor as Matter of Imperium's Unjust Forms.Joshua M. Hall - 2024 - The Journal of Aesthetic Education 58 (2):12-29.
    Abstract:In this article, I offer a new philosophical interpretation of Virgil's Aeneid, dually centered on the queens of Olympus and Carthage. More specifically, I show how the philosopher-poet Virgil deploys Dido's Junonian furor as the Aristotelian matter of the unjust Roman imperium, the feminist counterforce to the patriarchal force disguised as peaceful order. The first section explores Virgil's political and biographical background for the raw materials of a feminist, anti-imperial political philosophy. The second section, following Marilynn Desmond, situates the continuing (...)
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  4. The Domains of Aesthetics and Perception Theories: A Review Relevant to Practice-based Doctoral Theses in the Visual Arts.Howard Riley - 2024 - The Journal of Aesthetic Education 58 (2):78-126.
    Abstract:Every doctoral thesis requires contextualization within its specific discipline's theoretical bases. For a visual arts practice-based thesis, the relevant bases include those of aesthetics and visual perception. This article reviews a Western history of the domain of visual aesthetic theory, addressing both the analytical philosophical efforts to define art and the continental approaches, which construe art as social construction. It then reviews a third, normative stance that foregrounds cognitive value before definition or sociological context—an aesthetic cognitivist position, art practice as (...)
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  5. The Idea of Visva-Bharati: Tagore and Comparative University Studies.Jayjit Sarkar & Jagannath Basu - 2024 - The Journal of Aesthetic Education 58 (2):1-11.
    Abstract:The idea with which Rabindranath Tagore established Visva-Bharati is different from that of the grounding of Immanuel Kant's "university with condition" or that of Jacques Derrida's "university without condition." The thinking that finally materialized into Visva-Bharati, or rather the "fore-thinking," is an uncanny complex of aesthetics, politics, topolitics, pedagogy, and Tagorean philosophy of the "home" and the "world." There is neither the "conflict" of Kant's essay The Conflict of the Faculties nor Derrida's absolute radicality and radical absoluteness: there is neither (...)
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  6. Comparative Study of the Development of Aesthetic Education in Zhejiang and Taiwan.Guoyin Shi & Baimao Gong - 2024 - The Journal of Aesthetic Education 58 (2):64-77.
    Abstract:Zhejiang's aesthetic education has developed rapidly in recent years, especially in the context of global aesthetic education that promotes the integration of noble culture with popular culture and emphasizes diversity, compromise, and reproducibility. In light of this year's high reexamination of aesthetic education by the country, provinces, and cities, aesthetic education has been elevated to a new level. However, existing aesthetic education still has problems, such as the indistinguishability of aesthetic education and art education concepts, the one-sidedness of aesthetic education (...)
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  7. On the Value of Sad Music.Mario Attie-Picker, Tara Venkatesan, George E. Newman & Joshua Knobe - 2024 - The Journal of Aesthetic Education 58 (1):46-65.
    Many people appear to attach great value to sad music. But why? One way to gain insight into this question is to turn away from music and look instead at why people value sad conversations. In the case of conversations, the answer seems to be that expressing sadness creates a sense of genuine connection. We propose that sad music can also have this type of value. Listening to a sad song can give one a sense of genuine connection. We then (...)
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  8.  1
    “The Aberrant Is the Classic”: William Carlos Williams and Literary History.Anne L. Cavender - 2024 - The Journal of Aesthetic Education 58 (1):66-91.
    The “classic” is a vexed term in the work of William Carlos Williams. He uses the category to describe both the stale classicism of T. S. Eliot and Ezra Pound and, conversely, the authentic, “aberrant” classic of James Joyce and surrealism. Analyzing unpublished archival manuscripts alongside the posthumously published collection of essays, The Embodiment of Knowledge, I approach the classic through Williams's theories of pedagogy. Williams parodies and rejects academic modes of reading that cling to the “malignant rigidities” of the (...)
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  9.  7
    A Common Arts Instructional Method and the Logic of Design.Edward R. O'Neill - 2024 - The Journal of Aesthetic Education 58 (1):108-124.
    For almost 300 years, five different art forms have used the same instructional method. This Common Arts Instructional Method (CAIM) can be explained using a variety of theories. The CAIM also offers the opportunity to understand instructional methods under the banner of design: instances of types rather than applications of laws or principles. The differences between theory and design are explored, and some recommendations are offered for striking new instances of this common type.
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  10.  10
    Teaching the Virtue of Kindness through Using Art Works.Dennis L. Sansom - 2024 - The Journal of Aesthetic Education 58 (1):92-107.
    Art works provide a unique and influential way to teach human virtues because they can place individuals (or particular artistic expressions) within the ambiguities, complexities, and forces of the human experience. I use four art works to teach about the virtue of kindness: Giotto di Bondonie's Scene 2: St. Francis Giving His Mantle to a Poor Man; Bishop Charles Francois in Victor Hugo's Les Misérables; Adam in William Shakespeare's As You Like It; and Sonya in Fyodor Dostoevsky's Crime and Punishment. (...)
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  11.  21
    Art, Eros, and Liberation: Aesthetic Education between Pragmatism and Critical Theory.Richard Shusterman - 2024 - The Journal of Aesthetic Education 58 (1):1-24.
    After showing how pragmatist aesthetics and Marcuse's critical theory affirm aesthetic education as key to transforming society toward greater freedom, equality, pleasure, and fulfillment, I compare the ways these two approaches differently perceive the scope and role of aesthetics in such transformation. Whereas Marcuse identifies the aesthetic dimension with the realm of high art, pragmatism understands this dimension far more broadly to include the popular arts and somaesthetic arts of living. Because Marcuse identifies art's critical function through its oppositional transcendence (...)
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  12.  7
    Joanna Baillie's Theory of Tragedy.Alison Stone - 2024 - The Journal of Aesthetic Education 58 (1):25-45.
    Joanna Baillie (1762–1851) came to fame in 1798 with the first volume of her Plays on the Passions, which included her theoretical account of drama, including tragedy. This article reconstructs Baillie's theory of tragedy and shows how the theory informs the design of the Plays on the Passions. For Baillie, all human beings have powerful and dangerous passions that we need to learn to regulate. Tragedy can help with this and can serve an educative purpose by presenting us with narratives (...)
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