I offer a set of sufficient conditions for beauty, drawing on Parsons and Carlson’s account of ‘functional beauty’. First, I argue that their account is flawed, whilst falling short of...

David Hume's celebrated essay ‘‘Of the Standard of Taste’’ is the central text for understanding Hume's aesthetic theory, yet an important claim in that essay has received inadequate attention in the literature. Although it is understood that Hume stresses the importance of delicacy of taste, it is less well understood that this delicacy is a delicacy of imagination, which is distinct from a delicacy of perception. Using both the essay and other texts to elucidate this thesis, it appears that Hume's (...) account of taste faces unresolved difficulties in defending a standard of taste. (shrink)

While there is hardly an aspect of Hume’s work that has not produced controversy of one sort or another, deciphering and evaluating his views on aesthetics involves overcoming interpretive barriers of a particular sort. In addition to what is generally taken as the anachronistic attribution of “aesthetic theories” to any thinker of the eighteenth century, Hume presents the added difficulty that unlike the other founding-fathers of modern philosophical aesthetics, he produced no systematic work on the subject, and certainly nothing comparable (...) to his efforts in epistemology, morals, politics, history, and religion. Even interpreting Hume’s most definitive expression of his views on aesthetic questions—the famous essay “Of the Standard of Taste”—is fraught with difficulties and, as the diversity of views on the piece demonstrates, only the most confident reader would take it as an unambiguous statement of Hume’s position. (shrink)

From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art-education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18th-century essay, my goal (...) is to offer a philosophical solution to an ongoing dilemma; I use Hume's essay to ground the justification of art education. (shrink)

This dissertation studies the shift that occurs in German aesthetic theory between Kant's Critique of Judgment and Schopenhauer's The World as Will and Representation , with Schelling's System of Transcendental Idealism forming the pivot. This shift is actually part of a much larger movement, and I have chosen aesthetic theory because it mirrors so well the changing focus of the essence of the self which takes place as post-Enlightenment German philosophers delve deeper into the question of what it means to (...) be human. ;Kant remains firmly rooted in the rationalist tradition, and provides for his successors both a foundation and the means to undermine it. He gives an explanation for the individual's response to a great work of art which relies on an account of how the mind functions. Schelling and Schopenhauer are deeply influenced by Kant, but regard the human self as containing some inexplicable mystery, an unconscious mythic unity with all other selves, for Schelling, and an irrational desiring will, for Schopenhauer. Although Kant, too, unwillingly points to the evidence which suggests a non-rational basis for aesthetic response, as well as for an account of the self, he tries to avoid stating this result. By contrast, Schelling and Schopenhauer make this inexplicable aspect a basic premise of their respective works. ;In this work, I rely mainly on the three primary texts, with the intent of making the complex arguments, in particular those of Kant and Schelling, more accessible to the reader. I examine first the cognitive theory of each thinker, and then study each one's aesthetic theory in relation to their respective theory of mind. In this way, I show how a decisive shift in focus has occurred in the period under consideration. In addition, I refer to a cross-section of recent literature to clarify and support my position. ;The conclusion I draw is that philosophic self-understanding attains a completely new vantage point as the result of Schelling and Schopenhauer's work, a perspective which irrevocably changes the lines of debate about the nature of the self. (shrink)