Results for ' Times aesthetic education'

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  1.  16
    Aesthetic Education in the New Media Era: From the Perspective of Aesthetic Education Philosophy.Zhao Yong - 2023 - European Journal for Philosophy of Religion 15 (3):316-330.
    Aesthetic education plays an important role in people's education and training. Guided by Marxist aesthetic education view, studying the construction of aesthetic education in the new era is not only an important condition for shaping a sound personality and an inevitable requirement for guiding people's better life in the new era, but also a theoretical basis for guiding the cultivation of innovative talents in the new era, and a realistic need for dealing with (...)
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  2.  18
    Aesthetic Education: Surviving Challenging Times.Margo Collier, Rebecca M. Sánchez & Linney Wix - 2018 - Journal of Aesthetic Education 52 (3):107.
    In his book Neoliberalism’s War on Higher Education, Henry Giroux bemoans, “[H]igher education increasingly stands alone, even in its attenuated state, as a public arena where ideas can be debated, critical knowledge produced, and learning linked to important social issues.”1 Colleges of education, like public schools themselves, have become more fragmented and compartmentalized in recent years. Persistent at universities is “the view that students are basically consumers and faculty providers of a saleable commodity such as a credential (...)
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  3.  46
    Symposium: Art and Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability.Deanne Bogdan, Claudia Eppert, Candace Yang & Charlene Morton - 2002 - Philosophy of Music Education Review 10 (2):124-139.
    In lieu of an abstract, here is a brief excerpt of the content:Symposium Art and Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability Deanne Bogdan University of Toronto Claudia Eppert Louisiana State University Candace Yang Louisiana State University Charlene Morton University of Prince Edward Island The terrorist attacks of 1 1 September 2001 have created a climate of loss and fear among many in the western world. Some educators have maintained that any (...)
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  4.  40
    Aesthetic Education in Confucius, Xunzi, and Kant.Christian Helmut Wenzel - 2018 - Yearbook for Eastern and Western Philosophy 2018 (3):59-75.
    This essay introduces ideas from Confucius, Xunzi, the Six Dynasties, and Kant about beauty, music, morality, and what we might today call “aesthetic education.” It asks how beauty and morality are related and how they ideally should be related to each other. We know that beauty and morality can drift apart, and we may wonder how aesthetic education might work best. Should the arts be a means for developing morality? Or should it be the other way (...)
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  5.  18
    An Aesthetic Dimension of Critique. The Time of the Beautiful in Schiller’s Letters On the Aesthetic Education of Man.María del Rosario Acosta López - 2022 - Les Cahiers Philosophiques de Strasbourg 52:41-67.
    Schiller a été fasciné par la résistance que la beauté oppose à la conceptualisation dans l’esthétique de Kant et l’a associée à une forme de temporalité particulière : l’« arrêt » sur le beau. La thèse que je soutiens est la suivante : le fait que nous nous arrêtions à contempler le beau ouvre pour Schiller une dimension critique au sein de l’esthétique, où l’expérience de la beauté résiste à la violence qui caractérise la modernité et en même temps cet (...)
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  6.  26
    An aesthetic education in the era of globalization.Gayatri Chakravorty Spivak - 2012 - Cambridge, Mass.: Harvard University Press.
    Preface -- Introduction -- The burden of English -- Who claims alterity? -- How to read a "culturally different" book -- The double bind starts to kick in -- Culture: situating feminism -- Teaching for the times -- Acting bits/identity talk -- Supplementing Marxism -- What's left of theory? -- Echo -- Translation as culture -- Translating into English -- Nationalism and the imagination -- Resident alien -- Ethics and politics in Tagore, Coetzee, and certain scenes of teaching -- (...)
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  7. Learning representations and interpretations: Aesthetic education in dark times.Mary Bushnell Greiner - 2003 - Educational Studies 34 (4):424-445.
     
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  8.  3
    Letters on the Aesthetic Education (1795).Tim Mehigan - 2023 - In Antonino Falduto & Tim Mehigan (eds.), The Palgrave Handbook on the Philosophy of Friedrich Schiller. Springer Verlag. pp. 231-245.
    Only six letters and the beginning of a seventh letter survive from ten original letters that Schiller composed to his patron Prince Friedrich Christian von Schleswig-Holstein-Augustenburg in 1793. These “Augustenburg Letters” represent the first draft of a project that was to become the Letters on the Aesthetic Education of Man. As a letter to Körner attests, Schiller intended these letters to be published at a later date, perhaps in combination with other writings on the same topic. Their original (...)
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  9.  35
    Philosophy—aesthetics—education: Reflections on dance.Tyson Lewis - 2007 - Journal of Aesthetic Education 41 (4):53-66.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy—Aesthetics—Education:Reflections on DanceTyson Lewis (bio)To create is to lighten, to unburden life, to invent new possibilities of life. The creator is legislator—dancer.—Gilles Deleuze, Pure ImmanenceThe Italian philosopher Giorgio Agamben is perhaps best known for his ongoing interest in the problem of "biopower." Taking up where Michel Foucault ended, Agamben argues that the principle political and philosophical questions of the moment concern the connections between life and power. In (...)
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  10.  52
    Aesthetics, education, the critical autonomous self, and the culture industry.Marianna Papastephanou - 2006 - Journal of Aesthetic Education 40 (3):75-91.
    In lieu of an abstract, here is a brief excerpt of the content:Aesthetics, Education, the Critical Autonomous Self, and the Culture IndustryMarianna Papastephanou (bio)IntroductionE Lucevan le Stelle disconnected both from Tosca and Puccini becomes incidental music and brings strong recollections of the detergent advertisement it once coated. Last Year in Marienbad has caused some of the deepest yawn relief to many hopefuls for the title of the sophisticated who wished to cash out the film's cultural and social capital. A (...)
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  11.  6
    Children, time, and the sublime. New perspectives in educational aesthetics.Francesca D’Alessandris - 2023 - Studi di Estetica 25.
    Is it possible that children experience something we could judge as the sublime? Some pivotal conjectures have been elicited to positively answer these questions; however, this general topic still stands in need of fuller theoretical and empirical insights. Since taking up this challenge may have important implications in the ever-expanding field of aesthetic education, in this article I will give a philosophical account of the experience of the sublime in 8-10 children, identifying both its plau- sible components and (...)
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  12.  89
    On the aesthetic education of man: in a series of letters.Friedrich Schiller - 1954 - New York: Oxford University Press. Edited by Elizabeth M. Wilkinson & L. A. Willoughby.
    Schiller's 1795 essay on the educative function of art is one of the most important contributions to the history of ideas in modern times. This English-German parallel text edition includes a long analytical introduction and extensive notes.
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  13.  17
    The art of straying as aesthetic education.Piotr Zamojski & Itay Snir - 2022 - Ethics and Education 17 (3):359-367.
    ABSTRACT Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of art, and (...)
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  14.  30
    Coleridge, Schiller, and Aesthetic Education (review).Gary Peters - 2006 - Journal of Aesthetic Education 40 (3):119-124.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Coleridge, Schiller, and Aesthetic EducationGary PetersColeridge, Schiller, and Aesthetic Education, by Michael John Kooy. New York: Palgrave, 2002, 241 pp.Who reads Friedrich Schiller today? With the Aesthetic Education of Man struggling to remain in print in the English-speaking world (at least in the UK, from where I am writing this) it would seem fewer and fewer readers are prepared to engage with (or (...)
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  15. Outline of a Doctrine of Aesthetic Education.Rahat Nabi Khan - 1989 - Diogenes 37 (147):111-124.
    The question of the development of aesthetic perception in relation to works of art and phenomena of nature suggests a differentiation between aesthetic education and art education which will be attempted in this study. At the same time the necessary interrelationship between the two will also be analysed.
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  16.  40
    Dostoevsky and Schiller: National renewal through aesthetic education.Susan McReynolds - 2004 - Philosophy and Literature 28 (2):353-366.
    In lieu of an abstract, here is a brief excerpt of the content:Dostoevsky and Schiller:National Renewal Through Aesthetic EducationSusan McReynoldsDostoevsky's novels pivot upon scenes of spiritual transformation, moments of revelation that resolve dilemmas for which no logical solution can be found. Raskolnikov, for example, analyzes his crime from philosophical and sociological angles until he almost dies; he is saved by his dream of the plague and by the image of Sonia's face. When insight and progress come to Dostoevsky's fictional (...)
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  17.  11
    Aesthetics, politics, pedagogy and Tagore: a transcultural philosophy of education.Ranjan Ghosh - 2017 - London, United Kingdom: Palgrave-Macmillan.
    This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The (...)
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  18.  17
    Reconsidering time in schools: an everyday aesthetics perspective.Guillermo Marini & Juan David Rodríguez Merchán - 2021 - Journal of Philosophy of Education 55 (4-5):893-904.
    Journal of Philosophy of Education, EarlyView.
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  19.  30
    Bilingual Aesthetics: A New Sentimental Education (review).Jane Duran - 2005 - Journal of Aesthetic Education 39 (3):121-123.
    In lieu of an abstract, here is a brief excerpt of the content:Bilingual Aesthetics:A New Sentimental EducationJane DuranBilingual Aesthetics: A New Sentimental Education, by Doris Sommer. Durham and London: Duke University Press, 2004, 254 pp.Doris Sommer's new work Bilingual Aesthetics is the sort of book that takes one by surprise—and for good reason. Filled with punning twists, and itself a valorizer of word games and magic, this work has not a lot to do with bilingualism (in the standard sense), (...)
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  20.  20
    "Playing Attention": Contemporary Aesthetics and Performing Arts Audience Education.Monica Prendergast - 2004 - Journal of Aesthetic Education 38 (3):36.
    In lieu of an abstract, here is a brief excerpt of the content:Playing Attention":Contemporary Aesthetics and Performing Arts Audience EducationMonica Prendergast (bio)IntroductionThe spectator is an essential element of the kind of play we call aesthetic.1We all watch television. We all go to the movies. Some of us also attend live performances such as plays, concerts, operas, dance recitals, poetry or prose readings, and so on. What are the differences to be found among these experiences? The audience experience of television (...)
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  21.  57
    Education and feminist aesthetics: Gauguin and the exotic.Jane Duran - 2009 - Journal of Aesthetic Education 43 (4):pp. 88-95.
    In lieu of an abstract, here is a brief excerpt of the content:Education and Feminist AestheticsGauguin and the ExoticJane Duran (bio)IntroductionMuch has been made of the way in which Gauguin came to characterize the differences that he saw between the French and Tahitian populations once he had embarked on the series of voyages for which he is now celebrated.1 Although there is evidence to support a number of interpretations with respect to his portrayals of women, one theme has been (...)
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  22.  9
    Freedom and Responsibility: The Aesthetics of Free Musical Improvisation and Its Educational Implications—A View from Bakhtin.Iris M. Yob, Panagiotis A. Kanellopoulos, Karin S. Hendricks, Estelle R. Jorgensen, Patrick K. Freer & Phil Jenkins - 2011 - Philosophy of Music Education Review 19 (2):113.
    This paper aims to examine how specific aspects of Bakhtin's theoretical perspective might inform our understanding of improvisation. Moreover, it outlines the possible educational implications of such a perspective. Specifically, a sketch of a Bakhtinian conception of improvisation is proposed, a sketch which emphasizes the cultivation of an attitude of consciousness that leads to an understanding of improvised music making as an obligation to explore the unknown, to search for freedom through the responsibility to attend to the uniqueness of irrevocable (...)
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  23.  20
    The Education of Grown-ups: An Aesthetics of Reading Cavell.David LaRocca - 2013 - Journal of Aesthetic Education 47 (2):109-131.
    But then I think of how often I have cast the world I want to live in as one in which my capacities for playfulness and for seriousness are not used against one another, so against me. I am the lady they always want to saw in half. Just as there was a time when it was uncommon, not to say unfashionable and perhaps professionally treacherous, for philosophers to write about Ralph Waldo Emerson, there was also a time when the (...)
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  24. Setting the stage for a dialogue: Aesthetics in drama and theatre education.Alistair Martin-Smith - 2005 - Journal of Aesthetic Education 39 (4):3-11.
    In lieu of an abstract, here is a brief excerpt of the content:Setting the Stage for a Dialogue:Aesthetics in Drama and Theatre EducationAlistair Martin-Smith (bio)For us, education signifies an initiation into new ways of seeing, hearing, feeling, moving. It signifies the nurture of a special kind of reflectiveness and expressiveness, a reaching out for meanings, a learning to learn.—Maxine Greene, Variations on a Blue Guitar1Examining the aesthetics of the complementary fields of educational drama and theatre is like looking through (...)
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  25.  32
    The "Magic" of Music: Archaic Dreams in Romantic Aesthetics and an Education in Aesthetics.Alexandra Kertz-Welzel - 2005 - Philosophy of Music Education Review 13 (1):77-94.
    In lieu of an abstract, here is a brief excerpt of the content:The “Magic” of Music:Archaic Dreams in Romantic Aesthetics and an Education in AestheticsAlexandra Kertz-WelzelO, then I close my eyes to all the strife of the world—and withdraw quietly into the land of music, as into the land of belief, where all our doubts and our sufferings are lost in a resounding sea....1Music serves many different functions in human life, accompanying everyday activities such as working, shopping, or watching (...)
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  26.  51
    Hume's Narrow Circle Aesthetically Expanded.S. K. Wertz - 2017 - Journal of Aesthetic Education 51 (4):1-4.
    How does aesthetic education begin and expand over time? David Hume’s idea of the narrow circle provides us with an answer when considering this question. He uses the narrow circle to explain how moral practices evolve, and by analogy, we can also use this conception to explain how aesthetic practices evolve. So I will first of all begin with a discussion of his essay “The Standard of Taste.”1 In this essay, Hume gives an excellent profile of the (...)
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  27.  7
    Psychological healing function of poetry appreciation based on educational psychology and aesthetic analysis.Weijin Zhang - 2022 - Frontiers in Psychology 13.
    With the development of society, the rapidly developing social environment has played a significant role in the particular group of college students. College students will inevitably suffer setbacks and psychological obstacles in their studies and daily life. This work aims to ameliorate college students’ various mental illnesses caused by anxiety and confusion during the critical period of status transformation. Educational psychology theory, aesthetic theory, and poetry appreciation are applied to the mental health education of college students to obtain (...)
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  28.  15
    Inhuman educations: Jean-François Lyotard, pedagogy, thought.Derek Ford - 2021 - Boston: Brill Sense.
    In the first monograph on Lyotard and education, Derek R. Ford approaches Lyotard's thought as pedagogical in itself. The result is a novel, soft, and accessible study of Lyotard organized around two inhuman educations: that of "the system" and that of "the human." The former enforces an interminable process of development, dialogue and exchange, while the latter finds its force in the mute, secret, opaque, and inarticulable. Threading together a range of Lyotard's work through four pedagogical processes-reading, writing, voicing, (...)
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  29.  36
    Freedom and Responsibility: The Aesthetics of Free Musical Improvisation and Its Educational Implications—A View from Bakhtin.Panagiotis A. Kanellopoulos - 2011 - Philosophy of Music Education Review 19 (2):113-135.
    This paper aims to examine how specific aspects of Bakhtin's theoretical perspective might inform our understanding of improvisation. Moreover, it outlines the possible educational implications of such a perspective. Specifically, a sketch of a Bakhtinian conception of improvisation is proposed, a sketch which emphasizes the cultivation of an attitude of consciousness that leads to an understanding of improvised music making as an obligation to explore the unknown, to search for freedom through the responsibility to attend to the uniqueness of irrevocable (...)
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  30.  16
    On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...)
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  31.  48
    Aesthetics, epistemics, and feminist theory.Jane Duran - 2003 - Journal of Aesthetic Education 37 (1):32-39.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 32-39 [Access article in PDF] Aesthetics, Epistemics, and Feminist Theory Jane Duran Recent feminist analysts of aesthetics and analytic aesthetics in particular seem to have come to the conclusion that the redemption of formulated aesthetic theory from the feminist point of view is a difficult and recondite task. 1 If analytic aesthetics now looks problematic, qua fruitful philosophical enterprise, (...)
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  32.  35
    Teaching aesthetics and aesthetic teaching: Toward a Deweyan perspective.David A. Ganger - 2006 - Journal of Aesthetic Education 40 (2):45-66.
    In lieu of an abstract, here is a brief excerpt of the content:Teaching Aesthetics and Aesthetic Teaching:Toward a Deweyan PerspectiveDavid A. Granger (bio)The educational writings of John Dewey continue to be invoked by scholars in education on a regular basis and in relation to a wide variety of issues, from social learning theory and situated cognition to constructivism and whole-language literacy instruction. More recently, this scholarship has begun to expand to include books and essays that look to tie (...)
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  33.  14
    Aesthetics, Epistemics, and Feminist Theory.Jane Duran - 2003 - Journal of Aesthetic Education 37 (1):32.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 32-39 [Access article in PDF] Aesthetics, Epistemics, and Feminist Theory Jane Duran Recent feminist analysts of aesthetics and analytic aesthetics in particular seem to have come to the conclusion that the redemption of formulated aesthetic theory from the feminist point of view is a difficult and recondite task. 1 If analytic aesthetics now looks problematic, qua fruitful philosophical enterprise, (...)
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  34.  10
    The?Magic? Of Music: Archaic Dreams in Romantic Aesthetics and an Education in Aesthetics.Alexandra Kertz-Welzel - 2005 - Philosophy of Music Education Review 13 (1):77-94.
    In lieu of an abstract, here is a brief excerpt of the content:The “Magic” of Music:Archaic Dreams in Romantic Aesthetics and an Education in AestheticsAlexandra Kertz-WelzelO, then I close my eyes to all the strife of the world—and withdraw quietly into the land of music, as into the land of belief, where all our doubts and our sufferings are lost in a resounding sea....1Music serves many different functions in human life, accompanying everyday activities such as working, shopping, or watching (...)
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  35.  16
    The Emotional Education of the Reader: A Progression through Works and Time.Margaret I. Hughes - 2013 - Journal of Aesthetic Education 47 (4):14-26.
    Jenefer Robinson specifies one very practical implication of her theory that literature offers an emotional education: "There is virtually nothing in [Ethan Frome and Silas Marner] for the average fifteen-year-old American (regardless of gender or ethnic background) to relate to his or her own experience" so that the reading of these two novels by fifteen-year-olds ends with "the dreadful result... that many kids are permanently alienated from two of the greatest novelists in the English language."1 According to Robinson, the (...)
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  36.  45
    Merging traditional technique vocabularies with democratic teaching perspectives in dance education: A consideration of aesthetic values and their sociopolitical contexts.Becky Dyer - 2009 - Journal of Aesthetic Education 43 (4):pp. 108-123.
    In lieu of an abstract, here is a brief excerpt of the content:Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance EducationA Consideration of Aesthetic Values and Their Sociopolitical ContextsBecky Dyer (bio)IntroductionConventional aesthetic values in dance traditionally have been wed to long-established authoritarian teaching approaches in American professional dance companies and university dance programs. Developed over time from a mixture of enduring cultural tastes, aesthetic ideals, and historical influences, aesthetic values play a significant role in (...)
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  37.  37
    The education of the eye: painting, landscape, and architecture in eighteenth-century Britain.Peter De Bolla - 2003 - Stanford, Calif.: Stanford University Press.
    The Education of the Eye examines the origins of visual culture in eighteenth-century Britain. It claims that at the moment when works of visual art were first displayed and contemplated as aesthetic objects two competing descriptions of the viewer or spectator promoted two very different accounts of culture. The first was constructed on knowledge, on what one already knew, while the second was grounded in the eye itself. Though the first was most likely to lead to a socially (...)
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  38.  49
    Art education in lower secondary schools in japan and the united kingdom.Toshio Naoe - 2003 - Journal of Aesthetic Education 37 (4):101-107.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in (...)
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  39.  14
    Art Education in Lower Secondary Schools in Japan and the United Kingdom.Toshio Naoe - 2003 - Journal of Aesthetic Education 37 (4):101.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in (...)
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  40.  17
    Aesthetic Preference for Negatively-Valenced Artworks Remains Stable in Pathological Aging: A Comparison Between Cognitively Impaired Patients With Alzheimer's Disease and Healthy Controls.Elisabeth Kliem, Michael Forster & Helmut Leder - 2022 - Frontiers in Psychology 13.
    BackgroundDespite severe cognitive dysfunction in Alzheimer's disease, aesthetic preferences in AD patients seem to retain some stability over time, similarly to healthy controls. However, the underlying mechanisms of aesthetic preference stability in AD remain unclear. We therefore aimed to study the role of emotional valence of stimuli for stability of aesthetic preferences in patients with AD compared to cognitively unimpaired elderly adults.MethodsFifteen AD patients score 12–26) without visual impairment and/or psychiatric disorder, as well as 15 healthy controls (...)
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  41.  35
    Biting the Bullet: The Ethics and Aesthetics of Violence.Jonathan Allen - 2007 - Journal of Aesthetic Education 41 (2):100-110.
    In lieu of an abstract, here is a brief excerpt of the content:Biting the Bullet:The Ethics and Aesthetics of ViolenceJonathan AllenThe Bullet's Song: Romantic Violence and Utopia, by William Pfaff. New York. Simon & Schuster, 2004, 368 pp.Regarding the Pain of Others, by Susan Sontag. New York, Picador, 2003, 131 pp.In the nineteenth century a broadly influential branch of Romantic philosophy insisted that goodness and beauty were intimately related. The goals of ethical and aesthetic education were taken to (...)
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  42.  14
    Deweyan Aesthetics for These Times[REVIEW]James Scott Johnston - 2001 - Journal of Aesthetic Education 35 (3):109.
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  43.  78
    Aesthetics and Morals in the Philosophy of David Hume.Timothy M. Costelloe - 2007 - New York: Routledge.
    The book has two aims. First, to examine the extent and significance of the connection between Hume's aesthetics and his moral philosophy; and, second, to consider how, in light of the connection, his moral philosophy answers central questions in ethics. The first aim is realized in chapters 1-4. Chapter 1 examines Hume's essay "Of the Standard of Taste" to understand his search for a "standard" and how this affects the scope of his aesthetics. Chapter 2 establishes that he treats beauty (...)
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  44.  11
    The Test of Time: An Essay in Philosophical Aesthetics.Catherine Lord - 1982 - Journal of Aesthetic Education 17 (3):112.
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  45.  8
    Educational Research and Philosophy between Aisthesis_ and _Téchne: A Dialogue with the Philosopher Pietro Montani.Cristina Coccimiglio - 2022 - ENCYCLOPAIDEIA 26 (63):95-101.
    This article stems from a dialogue with the philosopher Pietro Montani, starting from his studies in the field of aesthetics and the philosophy of technique and from the significance of some analyzes that prompt a critical debate also with the philosophy of education. The dialogue with the international scientific community and with the theories of authors such as Vygotskij, Benjamin, Kant, Lo Piparo, Gallese, Garroni, Stiegler, Ricoeur (to mention only the authors treated in this interview) makes these reflections extremely (...)
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  46.  99
    A Critique of the Aesthetic Experience of Online Discussions.David Wong - 2012 - Journal of Aesthetic Education 46 (1):15-26.
    The seventh annual Sloan Foundation Study of Online Learning revealed that one in four college students took at least one online course in the 2008 academic year—a 17 percent increase from just the previous year. This rapid growth seems to be fueled mainly by a perceived need by universities to be more convenient and accessible for students. This trend may be a source of excitement and opportunity for many other educators. At the same time, some educators may be concerned that (...)
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  47.  4
    “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund Koza (review).June Boyce-Tillman - 2024 - Philosophy of Music Education Review 32 (1):83-88.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out (...)
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    The Subordination of Aesthetic Fundamentals in College Art Instruction.Randall Lavender - 2003 - Journal of Aesthetic Education 37 (3):41.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 41-57 [Access article in PDF] The Subordination of Aesthetic Fundamentals in College Art Instruction Randall Lavender we smile at a hasty philosopher who assures his disciples that art is about to be replaced with philosophy. 1Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today (...)
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  49. The subordination of aesthetic fundamentals in college art instruction.Randall Lavender - 2003 - Journal of Aesthetic Education 37 (3):41-57.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 41-57 [Access article in PDF] The Subordination of Aesthetic Fundamentals in College Art Instruction Randall Lavender we smile at a hasty philosopher who assures his disciples that art is about to be replaced with philosophy. 1Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today (...)
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    MoMA as Educator: The Legacy of Alfred H. Barr, Jr.Ralph Alexander Smith - 2005 - Journal of Aesthetic Education 39 (2):97-103.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.2 (2005) 97-103 [Access article in PDF] MoMA as Educator: The Legacy of Alfred H. Barr, Jr. Ralph A. Smith Professor Emeritus University of Illinois at Urbana-Champaign Alfred H. Barr, Jr. and the Intellectual Origins of the Museum of Modern Art by Sybil Gordon Kantor. Cambridge: The MIT Press, 2002, xxv, 472 pp., $39.95. ISBN 0-262-11258-2 Sybil Kantor's history of the intellectual (...)
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