19 found

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  1. The Dehumanization of Architecture.Rafael De Clercq - 2022 - Journal of Aesthetic Education 56 (4):12-28.
    Modern buildings do not easily harmonize with other buildings, regardless of whether the latter are also modern. This often-observed fact has not received a satisfactory explanation. To improve on existing explanations, this article first generalizes one of Ortega y Gasset’s observations concerning modern fine art, and then develops a metaphysics of styles that is inspired by work in the philosophy of biology. The resulting explanation is that modern architecture is incapable of developing patterns that facilitate harmonizing, because such patterns would (...)
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  2.  23
    Deep Interdisciplinarity: Team-Teaching and Critical Thinking about Art.Mavis Biss & Kerry Boeye - 2022 - Journal of Aesthetic Education 56 (3):81-106.
    This essay discusses an interdisciplinary art history/philosophy course cotaught by a professor from each discipline. Fundamental questions about how we experience, understand, and communicate about art can be answered more effectively through such interdisciplinary collaboration than through each discipline alone. Students in the course tended to think of art either in purely subjective terms, in which art was simply an expression of personal taste, or entirely essentialist ones, in which the artness of a work resided completely within the object. Readings (...)
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  3. Rechoreographing Homonymous Partners: Rancière's Dance Education from Loïe Fuller.Joshua M. Hall - 2022 - Journal of Aesthetic Education 56 (3):44-62.
    Contemporary philosopher Jacques Rancière has been criticized for a conception of “politics” that is insensitive to the diminished agency of the corporeally oppressed. In a recent article, Dana Mills locates a solution to this alleged problem in Rancière most recent book translated into English, Aisthesis, in its chapter on Mallarmé’s writings on modern dancer Loïe Fuller. My first section argues that Mills’ reading exacerbates an “homonymy” (Rancière’s term) in Rancière’s use of the word “inscription,” which means for him either a (...)
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  4.  14
    What Do We Look At When We Look at Art? The Bible, Visual Art, and the Redemption of Existence.Jason Hoult & Avron Kulak - 2022 - Journal of Aesthetic Education 56 (3):25-43.
    This study is dedicated to examining how the principles and values that mark the difference between the ancient Greco-Roman and biblical traditions help us to think about what (and who) we look at when we look at art. We begin with the Bible's self-reflexive communication to its readers regarding the status of its own images and then consider works by Michelangelo, Tejo Remy, and Charles White—while also calling on Shakespeare, Hegel, and Kierkegaard—to show that art in the biblical tradition presupposes (...)
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  5.  23
    Novel Reading as Aesthetic: The Nesting of Aesthetic Experiences and Reproduction of Aesthetic Perception.Zhaoming Li - 2022 - Journal of Aesthetic Education 56 (3):107-118.
    This article discusses the nesting of the individual aesthetic experience and the reproduction process of aesthetic perception when an individual reads a novel. The essence of the “boundary” of the novelistic space is discussed first. This aesthetic process examines the relationship with the boundary of novelistic space. Next, I discuss two cognitive and dynamic outcomes that arise from the stimulation of “intervention” during the nesting of aesthetic experiences inside and outside the boundary. Finally, I argue that the reproduction process of (...)
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  6.  16
    The Pedagogical Primacy of Language in Mental Imagery: Pictorialism vs. Descriptionalism.Eric V. D. Luft - 2022 - Journal of Aesthetic Education 56 (3):1-24.
    This paper argues for the primacy of language over vision as a means of communication. Words convey information more clearly, accurately, reliably, and profoundly than images do. Images by themselves give only impressions; they do not denote, unless accompanied by some sort or level of description. Also, any visual image, whether physical or mental, unless it is eidetic, must involve some degree of interpretation, interpolation, or description for it to be capable of conveying information, having meaning, or even being intelligible. (...)
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  7.  20
    The Complex Art of Murder.Rafe McGregor - 2022 - Journal of Aesthetic Education 56 (3):63-80.
    This article demonstrates the literary value of hardboiled detective fiction. I consider two different arguments for literary value, one based on Martin Heidegger's philosophy of art and the other on the tradition of form-content inseparability in literary aesthetics and literary criticism. The former is reliant on the genre's combination of formal complexity with substantive superficiality and the latter on the combination of formal complexity with substantive complexity. I employ Raymond Chandler's The Big Sleep (1939) and Nelson DeMille's Plum Island (1997) (...)
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  8.  31
    On the Educational Significance and Value of Visual Arts.David Carr - 2022 - Journal of Aesthetic Education 56 (2):1-22.
    There can be little doubt, from the enduring contemporary popularity of art galleries and museums, that such visual arts as painting and sculpture are sources of perceptual and emotional satisfaction and pleasure to a large viewing public. Still, given the contemporary unfamiliarity of much of the subject matter of past art and the absence of any clearly comprehensible subject matter in much modern (abstract and other) art, it may be less clear what younger or older viewers might come to learn (...)
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  9.  25
    Art Education and the Investment of Attention.David Fenner - 2022 - Journal of Aesthetic Education 56 (2):23-36.
    This paper is written for students of art and for teachers who are working to introduce students to art. It offers a practical answer to a practical question: how much time and attention should be directed toward a work of art that does not seem to be rewarding such an investment before deciding to give up and/or move on to an investment of time and attention in a different work of art? Reductionist tests such as “After fifteen minutes in a (...)
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  10.  29
    Moral Education through Literary Aesthetic Experience: A Moral Study of the Harry Potter Series.Nirbhay Kumar Mishra & Rupkatha Ghosh - 2022 - Journal of Aesthetic Education 56 (2):101-119.
    This paper attempts to unravel how a reader embraces the idea of moral education while enjoying the aesthetic pleasure of the Harry Potter series. It develops a view on moral education through literary experience, which is intrinsically intertwined with aesthetic experience. The amalgamation of reality and fantasy in the Harry Potter novels creates an authenticity that can easily capture the moral attention of a reader by which his/her self-realized valuable emotional intelligence takes place. The well-knit plot encourages reader's self-efficacy (“I” (...)
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  11.  33
    Nietzsche on Aesthetic Education: A Fictional Narrative.Steven A. Stolz - 2022 - Journal of Aesthetic Education 56 (2):37-55.
    Drawing from Nietzsche, I explore the topic of aesthetic education. Even though Nietzsche never formally uses the term “aesthetic education” in his works, this is a novel initiative of my own doing based on what I think he would have to say on the topic. Just as Nietzsche adopted his own experimental approach or style, in a sense, my intention is to experiment with a narrative, which takes the form of a fictional dialogue between Nietzsche and a student. To make (...)
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  12.  41
    Mental Theorizing about Fictional Characters.Katie Tullmann - 2022 - Journal of Aesthetic Education 56 (2):78-100.
    Mindreading is the ability to attribute mental states to others and predict their behavior. Mindreading is commonplace in our daily lives, as well as our engagements with fictions. In this paper, I provide an account of how we mindread fictional entities that draws upon a version of theory-theory (TT). TT states that we attribute mental states through a process of inference-drawing from tacit folk psychological knowledge about mental states and information about our current environment and then conclude that the target (...)
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  13.  24
    Aesthetics in the Eugenics Movement: A Critical Examination.Peter J. Woods - 2022 - Journal of Aesthetic Education 56 (2):56-77.
    Although multiple scholars have pushed music education to embrace the aesthetic as a curricular and pedagogical touchstone, research surrounding this aesthetic turn has largely framed aesthetics as a sensory experience rather than a social technology (one that can both liberate and oppress). In response, I address the following question: how do uncritical aesthetic philosophies and the experiences they engender act as a means of oppression within music education? By way of example, I approach this question through a text analysis of (...)
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  14. Forget Taste.Noël Carroll - 2022 - Journal of Aesthetic Education 56 (1):1-27.
    “Forget Taste” rejects the classical notion of taste as a viable concept for the exercise of critical evaluation and proposes an alternative approach to critical evaluation based crucially on the idea of the constitutive purpose of the artwork. The goal of this paper is to advance an approach—which I call the purpose-driven approach—to the critical evaluation of artworks that develops from and refines the views of art evaluation presented in my previous work. This approach, in virtue of its focus on (...)
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  15.  15
    Mapping Approaches to Interpretation.David Fenner - 2022 - Journal of Aesthetic Education 56 (1):28-43.
    There are a variety of different approaches to understanding how to interpret a work of art. And there are a plurality of ways of understanding how those various approaches relate to, and differ from, one another. In this essay, I offer (1) an exploration of some of the similarities that popular contemporary approaches share and, (2) based on differences among interpretative approaches, three different ways of mapping those approaches.
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  16.  13
    Giving the Body a Voice: Introduction to the Cameraethnographic Approach.Anja Kraus - 2022 - Journal of Aesthetic Education 56 (1):44-55.
    The approach of cameraethnography developed by Bina Elisabeth Mohn links ethnographic description to a “permanent work on gazes.” The aim of this essay is to decipher this approach in pedagogical, as well as in methodological, terms by referring to an empirical study within artistic research.
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  17.  20
    Learning from Literary Experience.Kalle Puolakka - 2022 - Journal of Aesthetic Education 56 (1):56-73.
    According to a popular account, literary works can give a sense of the “inside” feel of various human experiences, literature thereby supplementing the external and objective perspective on the world that the different sciences aim at. This paper extends this understanding of literature's cognitive value, usually called “experiential knowledge,” with some key ideas of John Dewey's philosophy. It is argued that Dewey's general take on experience, as well as three of his central concepts—undergoing, inquiry, and growth—can significantly contribute to our (...)
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  18.  14
    The Art of Education and the Work(ing) of Art: Theorizing Museum Educator Pedagogies.John Quay, Robert Brown, Jennifer Andersen & Marnee Watkins - 2022 - Journal of Aesthetic Education 56 (1):74-93.
    Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-purpose-meaning. Such shaping is not a purely individual human action, as occupations are social and material, as being-in-the-world. Heidegger's phenomenological understanding of (...)
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  19.  20
    Learning Jazz Language by Aural Imitation: A Usage-Based Communicative Jazz Theory.Mattias Solli, Erling Aksdal & John Pål Inderberg - 2022 - Journal of Aesthetic Education 56 (1):94-123.
    How can imitation lead to free musical expression? This article explores the role of auditory imitation in jazz. Even though many renowned jazz musicians have assessed the method of imitating recorded music, no systematic study has hitherto explored how the method prepares for aural jazz improvisation. The article uses Berliner's assumption that learning jazz by aural imitation is “just like” learning a mother tongue. The article studies three potential stages in the method, comparing them to the imitative, rhythmic, multimodal, and (...)
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