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Hansjörg Hohr [8]H. Hohr [1]Hansjørg Hohr [1]HansjÖrg Hohr [1]
  1.  72
    ‘Aesthetic Emotion’: An Ambiguous Concept in John Dewey's Aesthetics.H. Hohr - 2010 - Ethics and Education 5 (3):247 - 261.
    This article analyses the concept of ?aesthetic emotion? in John Dewey's Art as experience. The analysis shows that Dewey's line of investigation offers valuable insights as to the role of emotion in experience: it shows emotion as an integral part and structuring force, as a cultural and historical category. However, the notion of aesthetic emotion is characterized by a fundamental ambiguity. There is a conflict between a mechanical and an organic understanding of emotion, a confusion of emotion as structure and (...)
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  2.  60
    The Concept of Experience by John Dewey Revisited: Conceiving, Feeling and “Enliving”.Hansjörg Hohr - 2013 - Studies in Philosophy and Education 32 (1):25-38.
    The concept of experience by John Dewey revisited: conceiving, feeling and “enliving”. Dewey takes a few steps towards a differentiation of the concept of experience, such as the distinction between primary and secondary experience, or between ordinary experience and complete, aesthetic experience. However, he does not provide a systematic elaboration of these distinctions. In the present text, a differentiation of Dewey’s concept of experience is proposed in terms of feeling, “enliving” and conceiving. Feeling refers to the basic mode of experience (...)
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  3.  16
    Illusion—How Friedrich Schiller Can Cast Light on Bildung.Hansjörg Hohr - 2002 - Journal of Philosophy of Education 36 (3):487–501.
  4.  5
    Illusion-How Friedrich Schiller Can Cast Light on Bildung.Hansjorg Hohr - 2002 - Journal of the Philosophy of Education 36 (3):487-501.
  5.  32
    Det Estetiske Og Rasjonaliteten.Hansjørg Hohr - 1990 - Nordic Journal of Aesthetics 3 (5).
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  6.  3
    Friedrich Schiller Über Erziehung: Der Schöne Schein.Hansjörg Hohr - 2006 - Klinkhardt.
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  7.  7
    Oppdragelsen til verdensborgerskap i kunstnerisk perspektiv.Hansjörg Hohr - 2016 - Studier i Pædagogisk Filosofi 4 (2):54-67.
    In this text, features of fiction are discussed as to their ability for handling cultural diversity in cosmopolitan education. The argument is developed in two steps. First, the biblical story about the construction of the the tower of Babel is analyzed and discussed with respect to what is says about diversity and how it says it. In a second step, aspects of art are gathered from various sources, Aristotle, Cassirer, Gadamer, Langer, Kant, Rorty, in order to define the communicative possibilieties (...)
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  8.  46
    The Neo‐Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's Thoughts on Education.Aagot Vinterbo‐Hohr & Hansjörg Hohr - 2006 - Educational Philosophy and Theory 38 (2):215–230.
    Friedrich Schiller, German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of the (...)
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  9. ""The Neo-Humanistic Concept of" Bildung" Going Astray: Comments to Friedrich Schiller.Aagot Vinterbo-Hohr & Hansjorg Hohr - 2006 - Educational Philosophy and Theory 38 (2):16.