Aesthetic responsivity and the phenomenology of arts processes reflect integrative self-world engagements, and are informative about the nature of the world and our biology in ways that are often not be made evident through scientific research. Akins’ and Hahn’s research regarding human trichromatic visual perception brings together the art of photography, neuroscience, and psychophysics, along with analyses of perspectives on vision in science and philosophy, to invoke anti-reductive, holistic understandings of how we see colour. We bring aesthetics and the phenomenology (...) of arts processes to bear in exploring creaturely re-sponsivity to the complex inter-relational dynamics of light perception, and o˙er reflective metaphors for human engagements that challenge Darwinian utilitarian conceptions. We argue that attending to aesthetic and phenomenological aspects of experiences is essential to understanding how the shared circuits of cognition and sensory-motor engagement shape our perceptive responsive interactions. (shrink)

The history of political philosophy is marked by a conception of politics as inherently tragic. As such, it has hardly ever been systematically contrasted with the other model of dramatic art, comedy. In this article, I explore the relation between Hegel's twofold notion of drama as an ordered genre of disorder – what he considers to be the highest form of self-reflective art – and the post-foundational concept of radical democracy. After outlining the interplay between order and disorder in post-foundationalist (...) theories of political difference, I summarize the way in which the steps of Hegel's poetics consecutively build on each other and elaborate the role of the dramatic genres. By means of a genealogical reconstruction of the respective concepts of democracy and drama, I demonstrate the extent to which these two methodologies correspond to poetic and political order formation in a structural homology. This conceptualization concludes with the assertion of a constitutive dramatization of political modernity which does not, however, culminate in the concept of political tragedy but points towards a still-to-be-realized, comically ordered democracy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 78-98 [Access article in PDF] Aesthetic Understanding as Informed Experience:The Role of Knowledge in Our Art Viewing Experiences Richard Lachapelle, Deborah Murray, and Sandy Neim [Figures] Thinking calls for images, and images contain thought. Therefore, the visual arts are a homeground of visual thinking. 1A common misconception about the nature of art and of aesthetic appreciation is that these activities are essentially (...) a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of perception, as if looking long and hard isalways enough to apprehend the work of art's message. Fortunately, a growing body of research into adults' art viewing experiences is debunking these widely held beliefs as oversimplifications of the art viewing process. We can now assert, with a good degree of certainty, that our art viewing experiences solicit four key areas: the affective, perceptual, communicative, and cognitive dimensions of human experiencing. 2 Therefore, we would be hard-pressed not to agree with Rudolph Arnheim's reflections, presented above, on the important role of thought in shaping our artistic and aesthetic experiences.While acknowledging at the outset the essential roles of affect, perception, and communication in our art viewing experiences, this paper focuses more specifically on aspects of the intellectual dimension of this experience. First, we will present and discuss a model that we have developed over the last several years. This model identifies the kinds of knowledge and learning involved in art viewing activities. Second, we will present the results of an empirical study conducted to provide support for the model. Finally we will briefly discuss the model's usefulness for the purposes of aesthetic education. [End Page 78] The Model of Aesthetic Understanding as Informed Experience The Model of Aesthetic Understanding as Informed Experience provides an explanation of the process of understanding and appreciating a work of art from an educational perspective: it identifies the types of knowledge involved and it also pinpoints the kinds of learning at each stage in the process leading to an understanding of the aesthetic object.In this model, the process of viewing and understanding a work of art is visualized as a two-phased type of informed experience. Through a process of experiential learning, the viewer first encounters the work of art and formulates an initial interpretation. Then, through a process involving theoretical learning, the viewer compares his or her first interpretation with a related body of external, scientific information. This second step in the learning process leads to a reconstruction of knowledge about the work of art. Tandem use of the two processes assists the viewer in furthering his or her understanding of the art object; it also promotes growth in his or her art viewing skills. In the course of each new encounter with an aesthetic object, the interplay of experiential and theoretical learning leads to additional development of the viewer's background knowledge in art, resulting in better preparedness to successfully engage the next work of art. 4 Theoretical Foundations of the Model Three different theories informed the development of the model. 5 By using anecdotal evidence obtained from a group of fifty-two museum professionals, Mihaly Csikszentmihalyi and Rick E.Robinson were able to identify the four major dimensions of aesthetic experience: intellect, communication, perception, and emotion. Each one of these dimensions constitutes, to some extent, a challenge that the work of art addresses to the viewer. According to these researchers, the intellectual dimension of aesthetic experience consists of all aspects of the viewer's attempts to use knowledge in order to find meaning in the work of art (TAS, 27-71). Csikszentmihalyi and Robinson also propose a model that describes the aesthetic encounter in terms of an interaction between the viewer, the work of art, and the artist. To this encounter, the viewer brings his skills in aesthetic appreciation; these may be... (shrink)

Volume 11, Issue 1-2, January–December 2024.

The public release of datasets on the internet by government agencies, environmental scientists, political groups and many other organizations has fostered a social practice of data visualization. The audiences have expectations of production values commensurate with their daily experience of professional visual media. At the same time, access to this data has allowed visual designers and artists to apply their skills to what was previously a field dominated by scientists and engineers. The ‘aesthetic turn’ in data visualization has sparked debates (...) between the new wave and older more scientifically grounded schools of thought on the topic. Sonification is not as well known or commonly practiced as visualization. But sound is a naturally affective, aesthetic and cultural medium. The extension of the aesthetic turn to sonification could transform this field from a scientific curiosity and engineering instrument into a popular mass medium. This paper proposes that a design approach can facilitate an aesthetic turn in sonification that integrates aesthetics and functionality by dissolving divisions between scientific and artistic methods. The first section applies the design perspective to the definition of sonification by replacing the linguistic concept of representation with non-verbal concept of functionality. The next section describes applications of the TaDa design method that raised aesthetic issues particular to sonification practice. The final section proposes a pragmatic aesthetics that distinguishes sonification from the auditory sciences and sonic arts. A design perspective may lead to a future where the general public tunes into pop sonifications for listening enjoyment as well as useful information about the world. (shrink)

Aesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Self-help books on writing, or texts that address a readership interested in learning about composing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continues to do so today.1 The evolution of these self-help books paralleled the development of college and university writing courses that arose (...) early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this article, I perform a .. (shrink)

Analytic aesthetics has been obsessed with mature, art historically well-informed aesthetic judgment. But the vast majority of our engagement with art fails to take the form of this kind of judgment. Crucially, there seems to be a disconnect between taking pleasure in art and forming mature, well-informed judgments about it. My aim is to shift the emphasis away from aesthetic judgments to ways of engaging with works of art that are more enjoyable, more rewarding and happen to us more often.

What rational foundation underlies argument-critical judgements? What are the canons of argument criticism and how are they to be "justified"? This paper explores an analogy between art- and argument-criticism and argues that the analogy promises not only to illuminate the nature of argument criticism and capture the central goals of instruction in informal logic, but also to resolve fundamental problems at the foundations of normative theory of argument concerning the "justification" of standards of reasoning.

Experimental aesthetics has shed light on the involvement of pre-motor areas in the perception of abstract art. However, the contribution of texture perception to aesthetic experience is still understudied. We hypothesized that digital screen-based art, despite its immateriality, might suggest potential sensorimotor stimulation. Original born-digital works of art were selected and manipulated by the artist himself. Five behavioral parameters: Beauty, Liking, Touch, Proximity, and Movement, were investigated under four experimental conditions: Resolution (high/low), and Magnitude (Entire image/detail). These were expected to (...) modulate the quantity of material and textural information afforded by the image. While the Detail condition afforded less content-related information, our results show that it augmented the image’s haptic appeal. High Resolution improved the haptic and aesthetic properties of the images. Furthermore, aesthetic ratings positively correlated with sensorimotor ratings. Our results demonstrate a strict relation between the aesthetic and sensorimotor/haptic qualities of the images, empirically establishing a relationship between beholders’ bodily involvement and their aesthetic judgment of visual works of art. In addition, we found that beholders’ oculomotor behavior is selectively modulated by the perceptual manipulations being performed. The eye-tracking results indicate that the observation of the Entire, original images is the only condition in which the latency of the first fixation is shorter when participants gaze to the left side of the images. These results thus demonstrate the existence of a left-side bias during the observation of digital works of art, in particular, while participants are observing their original version. (shrink)

The aim of the paper is to evaluate the prospects for an aesthetically informed assessment-sensitive semantic account of thick aesthetic predicates (TAPs) such as 'intense', 'sombre', ‘balanced’, ‘harmonious’, etc. We distinguish two meaning dimensions concerning TAPs, truth-conditional and use-conditional or expressive, and provide a dualist semantics that posits assessment sensitivity at both levels. Then we evaluate the extent to which assessment sensitivity is an apt rendition of aesthetic discourse involving TAPs. We distinguish between experiential TAPs (‘intense’, ‘sombre’) and theoretical TAPs (...) (‘balanced’, ‘dynamic’), and argue that there is evidence for a relativistic construal both at the truth-conditional and the expressive level for experiential TAPs, but not for theoretical TAPs. Thus, an upper bound is found on how much assessment sensitivity characterises aesthetic discourse. (shrink)

Through a series of provocative conversations, Frederick Luis Aldama and Herbert Lindenberger, who have written widely on literature, film, music, and art, locate a place for the discomforting and the often painfully unpleasant within aesthetics. The conversational format allows them to travel informally across many centuries and many art forms. They have much to tell one another about the arts since the advent of modernism soon after 1900—the nontonal music, for example, of the Second Vienna School, the chance-directed music and (...) dance of John Cage and Merce Cunningham, the in-your-faceness of such diverse visual artists as Francis Bacon, Pablo Picasso, Willem de Kooning, Egon Schiele, Otto Dix, and Damien Hirst. They demonstrate as well a long tradition of discomforting art stretching back many centuries, for example, in the Last Judgments of innumerable Renaissance painters, in Goya’s so-called “black” paintings, in Wagner’s Tristan chord, and in the subtexts of Shakespearean works such as King Lear and Othello. This book is addressed at once to scholars of literature, art history, musicology, and cinema. Although its conversational format eschews the standard conventions of scholarly argument, it provides original insights both into particular art forms and into individual works within these forms. Among other matters, it demonstrates how recent work in neuroscience may provide insights in the ways that consumers process difficult and discomforting works of art. The book also contributes to current aesthetic theory by charting the dialogue that goes on—especially in aesthetically challenging works—between creator, artifact, and consumer. (shrink)

Informed by Gloria Anzaldúa's and José Carlos Mariátegui's work, as well as by Andean cosmology, Omar Rivera turns to Inka stonework and architecture as an example of a "Cosmological Aesthetics." He articulates ways of sensing, feeling and remembering that are attuned to an aesthetic of water, earth and light. On this basis, Rivera brings forth a corporeal orientation that can be inhabited by the oppressed, one that withdraws from predominant modern/Western conceptions of the human. By providing an aesthetic analysis of (...) cosmological sensing, Rivera sets the stage for exploring physical dimensions of anti-colonial resistance, and furthers the Latinx and Latin American tradition of anti-colonial and liberatory philosophy. Seeingaesthetic involvements with the cosmos as a source for embodied modes of resistance, Rivera turns to the work of María Lugones and Enrique Dussel in order to make explicit the aesthetic dimensions of their work. Andean Aesthetics and Anticolonial Resistance creates a new dialogue between art historians, artists, and philosophers working on Latin American thought, phenomenology, and hermeneutics. It weaves together a Latin American philosophy that connects pre-Columbian cosmologies with contemporary thinkers. Rivera's original approach introduces us to the living, evolving and aesthetic alternatives to coloniality of power and of knowledge, overhauling current understandings of decolonial theory and opening the tradition in transformative ways. (shrink)

This is a response to invited and submitted commentary on "The Pleasure of Art," published in Australasian Philosophical Reviews 1, 1 (2017). In it, I expand on my view of aesthetic pleasure, particularly how the distinction between facilitating pleasure and relief pleasure works. In response to critics who discerned and were uncomfortable with the aesthetic hedonism that they found in the work, I develop that aspect of my view. My position is that the aesthetic value of a work of art (...) is its capacity to elicit from a suitably well-informed consumer a specific kind of pleasure. (shrink)

The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into three sections. · Section (...) I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory. · Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority. · Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles. (shrink)

In this introduction to The Journal of Aesthetics and Art Criticism special issue on the aesthetics of creative activism, we canvas influential scholarship of political aesthetics to sculpt a broad typology of six interconnected mechanisms by which art might intervene in the world. We label these: Documentation, Disruption, Recognition, Participation, Imagination, and Beauty. Each has a compelling tradition of theory and application, augmented, extended, and sometimes challenged by the thirteen fresh and provocative contributions in the special issue. Yet, we ask, (...) if both politically minded artists and culturally minded activists are convinced of the power of art to provoke social change, and if we live a world that by almost all measures is now saturated with politically inclined, aesthetically informed practices, interfaces, objects, and texts, why does art not seem to be making a difference? Clearly, we need to think harder about the relationships between art and action, a task the articles assembled here call upon us to take seriously. (shrink)

The review examines different essays from the context set by the idea of 'everyday aesthetics'. Confronted with the notion of "everyday aesthetics," one is immediately faced with some problems of definition. Such problems potentially threaten the viability of the everyday aesthetics project to extend the scope of philosophical aesthetics, so that, as Jonathan Smith suggests in his introduction to this collection of essays, "nothing in the everyday world (or at least very little) can be supposed devoid of the power to (...) excite an aesthetic response." "Everyday" can mean both "daily" and "ordinary," and while the two definitions often coincide in practice, there's no necessary connection: we can conceive the "daily" as remarkable, and the "ordinary" may not be a regular occurrence. If we focus on the aesthetics of the "daily," we might wonder which particular daily occurrences we can be properly said to experience aesthetically and if this means some reassessment of the category of "aesthetic objects" is required, given that "daily" is so often associated with the mundane, the nonaesthetic. Alternatively, if we conceive an aesthetics of the "ordinary" (with agreement on this classification of certain events and objects), then our notion of the "aesthetic" now seems vulnerable on either of two counts: (1) to claims of incoherence, given any agreement that exemplary aesthetic experience, at least, is fundamentally not of the "ordinary" (and never of the "ugly," of the stained, damp, cracked, and so on, in our domestic lives) but of an extraordinary class of events and objects called "art"; (2) to claims of cognitive and moral triviality (to amorality too, perhaps, that it's possible then, after Thomas de Quincy, to appreciate the way a murder is done), so that the aesthetic response is understood as merely a subjective, noncritical "look and feel" response to (almost) everything. It should be evident, then, that the notion of everyday aesthetics needs clarification before it can be of value to those interested in instructing or helping people to live aesthetic lives, and that such work of clarification gets to the very heart of philosophical aesthetics: answers to questions about what constitutes the "aesthetic" in life will inform all aspects of aesthetic inquiry, education, and practice, including the making and appreciating of artworks. (shrink)

This anthology of writings addresses the producers of the very forms that are judged aesthetically - students of architecture, graphic design, interior design, fashion, and industrial design. The selections are from philosophy, art history, literary criticism, architectural practice, Renaissance scholarship, critical theory, and the cognitive neurosciences. They represent varying points of view, formats, lengths and intents. Some are complete book chapters or essays, some excerpts from writings on topics seemingly distant from aesthetic theory. All offer insights into the importance of (...) considering form relative to its aesthetic qualities and influence. Each selection is accompanied by head notes that glean the core arguments, enhance understanding, and provide a critical educational tool so anyone involved in the act of design, whether for an urban cultural space or the packaging for a cosmetic product, can be informed about the aesthetic theories that consider the relationship between form and its impact on the individual and society. (shrink)

The Database, Logic, and Suffering _Memento_ and Random-Access Information Aesthetic.

What happens when an object you take to be beautiful or aesthetically pleasing, no longer appears beautiful or pleasing when you learn something new about it? I am assuming a situation in which there is no direct change in the perceptual features of the object, and that what you learn is not the location of some new surface property but rather a bit of non-perceptual information. I classify episodes of dampened appreciation under the heading 'aesthetic disillusionment', and in this (...) paper I explore the relationship between such episodes and the broader issue of ethical constraints on aesthetic activity and appreciation. Does it make sense to say that one should not, or ought not, take pleasure in certain objects or events? I think it does – but in a very particular, almost ecological way. The subsequent discussion focuses on ethical constraints as they operate on the aesthetic appreciation of objects and events within the natural environment. (shrink)

The monograph is focused on the subjectivity of aesthetic experience and the problem of rational interpretation of emotionality. The text studies why does an aesthetic experience exist, what is its content and what is its informational role and structure? Has beauty any cognitive value? Can we analyse beauty? In what sense we can think about the information content of aesthetic experience? The second topic of the book is a cognitive role of emotionality and its research. Why we have emotions? (...) What can they tell us about yourself and about the world? The methodology of the study is designed as a phenomenological research of subjective experience that is combined with the newest results in Cognitive science research. --Page 4 of cover. (shrink)

Our aesthetic practices, by which we aim for better well-being, are intertwined with fostering sustainability. This article focuses on Yuriko Saito’s aesthetics of sustainability, an idea denoting a new kind of aesthetic sensibility informed by and featuring both environmental and cultural sustainability. Saito’s idea is based on our aesthetic relationship with everyday experiences. In this article, I defend the idea, on the one hand, by considering the immanence of change as a sense of contemporary everydayness and, on the other hand, (...) by regarding mindfulness as a practice. Situating the discussion in the European context emphasises the aesthetics of sustainability as a sustainability transformation, that is, an ongoing societal change powered by the continuous cultivation of aesthetic sensibility. (shrink)

Recent advances in out understanding of the cognitive neuroscience of perception have encouraged cognitive scientists and scientifically minded philosophers to turn their attention towards art and the problems of philosophical aesthetics. This cognitive turn does not represent an entirely novel paradigm in the study of art. Alexander Baumgarten originally introduced the term ‘aesthetics’ to refer to a science of perception. Artist’s formal methods are a means to cull the structural features necessary for constructing clear perceptual representations from the dense flux (...) of sensory information in conscious experience. therefore, he interpreted artist’s formal methods as tools for studying the structure of perception. Art was a field whose interests coincidentally overlapped with aesthetics. In what follows I examine three approaches to cognitive science and aesthetics that rest on a tacit assumption of Baumgarten’s program. I argue that whereas this new research can explain how viewers perceptually recover the content of artworks, it does not explain what makes those works aesthetically interesting. Therefore, the challenge for cognitive science and aesthetics is to tie the perceptual practices of artists and viewers to their more narrowly construed aesthetic, or artistic, practices. What is needed to establish this link is an interpretation of Baumgarten’s original definition of aesthetics that treats attention to the way the formal structure of an artwork works to convey its content as a source of aesthetic interest. Unfortunately this interpretation is not transparently established by explanations of the perceptual practices of artists and viewers. I conclude that it remains an open question whether this research can contribute to philosophical aesthetics. (shrink)

The article clarifies the way in which ‘the aesthetic’ is conceptualised in relation to business ethics in order to assess its potential to inform theory building and developmental practices within the business ethics field. A systematic review of relevant literature is undertaken which identifies three ontologically based accounts of the relationship between the aesthetic and business ethics: ‘positive’ ones, ‘negative’ accounts and ‘Postmodern’ renderings. Five epistemologically based approaches are also made explicit: those in which the aesthetic is thought to develop (...) enhanced perceptual discernment, those in which the aesthetic catalyses emotional sensitivity, those in which the aesthetic contributes to imaginative capacity, those in which the aesthetic prompts integrative apprehension and those in which the aesthetic is seen to foster critical reflexivity. The review reveals two key findings: firstly, the dearth of empirically based research to substantiate claims made about the aesthetic’s ability to foster ethical capabilities, which leads to proposals for further research; secondly, the analysis indicates the significance of critical reflexivity both in resolving the apparent dichotomy between ontologically based perspectives asserting the aesthetic’s ability to lead to ethically sound or egregious behaviour, and in underpinning the capacities of perceptual discernment, emotional connectivity, imagination and integrative apprehension which epistemologically based approaches assert the aesthetic can foster. (shrink)

The rapid acceleration of societal change has subjected contemporary individuals to prolonged periods of diverse pressures, leading to substantial psychological strain, resulting in anxiety, depression, and compromised mental well-being. Within this context, the home has evolved into a vital refuge for modern individuals, offering both physical and psychological respite. Through experimental intervention, this study examines two distinct residential groups: those adhering to traditional housing and those residing in characteristic folk houses, specifically Gannan Hakka architecture. Analysing the psychological state of contemporary (...) individuals and integrating Gannan Hakka architectural elements into folk house design through a psychologically informed approach, this research aims to enhance residents’ aesthetic experiences and alleviate psychological distress. The study involved 120 volunteers with varying psychological stress levels, categorised into characteristic and traditional folk house groups. Psychological assessments evaluated stress, self-efficacy, and quality of life. Findings reveal significantly improved psychological well-being, self-efficacy, and quality of life among the characteristic residential group, affirming the benefits of Gannan Hakka architecture integration. This research underscores the importance of addressing modern individuals’ environmental needs and proposes the integration of Gannan Hakka cultural elements into residential design to enhance well-being. Contribution: This study demonstrates the application of Hakka culture in contemporary housing profoundly influences residents’ lives, enabling both relaxation and a deeper cultural connection. This integration facilitates a comprehensive understanding of Hakka culture, promoting its preservation. Notably recognised for hospitality and diligence, Hakka culture enhances individuals’ appreciation of tradition, fostering physical and mental rejuvenation. These findings offer valuable insights for practical theology scholars and practitioners exploring the impact of religious aspects on modern residential design from a psychological perspective. (shrink)

In this article, I want to understand the nature of aesthetic experiences of landscapes. I offer an understanding of aesthetic appreciation of landscapes based on a notion of a landscape where landscapes are perspectival observer-dependent entities, where the 'creator' of the landscape necessarily happens to be the same person as the spectator, and where her scientific (and other) knowledge and beliefs matter for the appreciation to be complete. I explore the idea that appreciating a landscape in this sense has quite (...) a lot in common with taking and appreciating a photograph. On our way, we will see how imagination plays a crucial role in the story. (shrink)

The major global challenges of our time, like climate and environmental crises, rising inequality, the emergence of disruptive technologies, etc., demand interdisciplinary research for effective solutions. A clear understanding of value is essential for guiding socio-cultural and economic transitions to address these issues. Despite numerous attempts to define value, existing approaches remain inconsistent across disciplines and lack a comprehensive framework. This paper introduces a novel perspective on value through the lens of granular interaction thinking theory, proposing an informational entropy-based notion (...) of value. Grounded on quantum mechanics, Shannon’s information theory, and the mindsponge theory, this framework integrates both subjective and objective considerations and is highly compatible with interdisciplinary research. The informational entropy-based notion of value effectively bridges diverse concepts of value, including use and exchange value in economics, personal values in psychology, and cultural, moral, ethical, and aesthetic values in society. By offering a unifying perspective, granular interaction thinking theory provides a valuable framework for translating insights from quantum mechanics into socio-cultural, economic, and psychological contexts, enriching theoretical discourse and enhancing analytical effectiveness. (shrink)

For students of photography who were born in the digital era, publications and magazines about photography are no longer the reference sources of information, but it is the social platform Instagram. There, they are looking not only for current aesthetic trends, but they also actively use Instagram in their art projects. Lev Manovich calls this modern phenomenon Instagramism. In our paper we look at the basic features of his aesthetics. Than, we will compare how established artists such as Cindy (...) Sherman, Richard Prince and Czech photographer Libuse Jarcovjakova work with Instagram and in which ways their approach is different from the co-called Instagrammers. (shrink)

This paper argues for several claims about the moral relevance of the aesthetic: that attention to aesthetic values may promote moral motivation; that aesthetic values should be regarded as constraining moral demands; and that the pursuit of aesthetic satisfactions may itself have positive moral value. These arguments suggest that moral thinking should be aesthetically informed to a much greater degree than has been typical. The aesthetic is a central dimension of a good life, and a life’s being good for the (...) person living it has considerable moral weight, both in itself and because of the positive consequences for others that stem from it. Moral thinking that neglects aesthetic considerations, then, is likely to result in theories that are deficient not only from an aesthetic but from a moral point of view. (shrink)

The article is devoted to identifying the value of the phenomenon of aesthetic value and beauty of mathematical knowledge and the beauty of mathematical theory of teaching mathematics. The aesthetic potential of mathematical knowledge allows the use of theater technology in the educational process with the active dialogic interaction between teacher and students. The criteria of beauty in mathematical theories are distinguished: the realization of beauty as the unity of the whole, and in the disclosure of the complex through the (...) elementary; methodological interpretation of the beauty in the community of mathematical structures and optimal information content of the meta-language of mathematics; the practical embodiment of beauty in the formalization of the infinite through the finite. The beauty of mathematics is the force that permeates all the ‘layers of knowledge‘ not along, and across, although the effectiveness of mathematical activity due to aesthetic laws, which do not always lend themselves to unambiguous interpretation. In the article it is stated that, depending on the educational goals of communicative impact on the audience, in fact, ‘mathematical lectures theatricality‘ can have different characteristics, the most important of which are teachers artistry and artistic director’s work of a teacher. This cultural phenomenon that includes the theatrical talent, helps create an atmosphere of cooperation needed in varying degrees of activity for pedagogical interaction. The author believes that such approach, developed on the basis of the Stanislavsky system, allows university professors of mathematics significantly improve mathematical lectures. (shrink)

Changescapes - an introduction -- Aqueous aesthetics -- The rise of multimedia systems -- Complex dynamics disciplines -- The known world -- Attunement and agility -- Camouflage and changefulness -- Narrative hunger - geographical information systems, google street view and the colonial prospectus -- Wayfaring strangers: artistic investigations of the mood of dark tourism in online mapping -- Ghosts of a better tomorrow: the volatile formalism of 1980s film workshop productions in Hong Kong -- Cast against type -- What (...) the eye can hear -- A forest. A clearing. -- Motility -- Deep water time. (shrink)

Gottlob Frege’s conception of works of art has received scant notice in the literature. This is a pity since, as this paper undertakes to reveal, his innovative philosophy of language motivated a theoretically and historically consequential, yet unaccountably marginalized Wittgenstinian line of inquiry in the domain of aesthetics. The element of Frege’s approach that most clearly inspired this development is the idea that only complete sentences articulate thoughts and that what sentences in works of drama and literary art express are (...) ‘mock thoughts’. The early Wittgenstein closely followed Frege’s lead on this theme. One sees this, for example, in the Tractatus, where Wittgenstein announces that only sentential propositions model states of affairs whereas works of art are objects we perceive sub specie aeternitatis. By the early 1930s, however, Wittgenstein began to revise his view beyond his initial Frege-inspired standpoint. He came to insist that works of art can convey thoughts as well, but that thoughts do not model the world of facts and hence do not convey information about measurable objects and events. Rather, his contention was that aesthetically configured thoughts that artworks communicate impart information about our perspective on reality and reconfigure our view of life. To be more explicit, successful or ‘good’ works of art, in Wittgenstein’s view, can supply aesthetically instructive ‘gestures’ that open to living experience promising new ways of being. It is in this respect, he held, that artists ‘have something to teach’. (shrink)

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 Dewey's aesthetics (...) to his work in education in a substantive way. Notably, this is not something that Dewey attempted himself, since his major work in aesthetics, Art as Experience, was not published until he was seventy-five, and he seemingly had neither the time nor means at that point in his life to develop this link to his satisfaction. In addition, many educators are only familiar with Dewey's more explicitly educational writings, most of which came earlier in his career and tend to speak more of the merits of science than of art. As a result, scholars in education have only recently begun to examine the possible significance of Dewey's aesthetics for the practices of teaching and learning.1It is still the case, however, that writers on Dewey have traditionally focused their critical energies on his expansive claims for "the method of science" as a vehicle for solving numerous educational and social problems, and as the only authentic means of learning about our everyday world. Such critical attention is not, I believe, without warrant; though Dewey's use of "science" was a very loose and liberal one, he was a staunch critic of the positivistic model of science often presumed by these writers. Nonetheless, this critical focus has unfortunately led many writers to dismiss or marginalize the Dewey who, for instance, proclaims in "Art in Education—and Education in Art" that theModern preoccupation with science and with industry based on science has been disastrous; our education has followed the model that [End Page 45] they have set. It has been concerned with intellectual analysis and formularized information.... It is disastrous because it has fixed attention upon competition for control and possession of a fixed environment rather than upon what art can do to create an environment.... It is disastrous because civilization built upon these principles cannot supply the demand of the soul for joy, or freshness of experience; only attention through art to the vivid but transient values of things can effect such refreshment.2As Dewey sees it, science and other forms of knowledge are properly "handmaidens" to art, intellectual tools for enhancing the overall quality and value of human life and activity.3 This means that they are largely subordinate to the direct qualitative meaning of experience. They are, Dewey says, transformed in aesthetic experience in that they are "merged with non-intellectual elements to form an experience worth while as an experience."4 Art objects may well be the most potent and ready source of such enhanced, aesthetic experience, being intentionally created to refine and intensify in certain ways the experience of the perceiver. But they are not, to Dewey's way of thinking, the sole or even principal medium of the aesthetic. Art, he tells us, is best seen more liberally as "a quality that permeates an experience," whereby, in any number of life contexts, the meanings of objects and events become "the matter of a clarified, coherent, and intensified or 'impassioned' experience" (AE, 329, 295). If all of this can be taken to mean that art or the aesthetic, and not science, is paradigmatic of optimal human experience, then current efforts to integrate Dewey's aesthetics with his thinking about education are an important endeavor and one that should bear considerable fruit. Then, too, much of the popular literature in art and aesthetic education, which situates art and the aesthetic squarely within the cognitive domain of experience, is significantly at odds with Dewey's radically holistic and vigorously anti-elitist aesthetics.5Accordingly, this article will explore the idea of aesthetic education—conceived in its broadest sense—using a mainly Deweyan lens. Moreover, it will do so by examining everyday classroom practices as they are informed by the general... (shrink)

One of the aims of Aesthetics is to understand aesthetic experience, that of our own and that of others. Yet, the underlying question of how_ _we can get information about other people’s aesthetic experience has not been granted enough attention. This article contributes to bridging this gap. The main argument is that by resorting to aesthetic judging, we can get information about other people’s aesthetic experience without sharing it. This article outlines how aesthetic judging works as an interface (...) to aesthetic experience. Aesthetic judging allows us to access aesthetic experience indirectly: with it, we can get some information about aesthetic experience. Aesthetic judging thus positions us in relation to someone else’s aesthetic experience. In a nutshell, learning about aesthetic experience happens via aesthetic judging in at least three ways proposed and analyzed here: “aesthetic participation”, “affective appropriation”, and “distanced aesthetic empathy”. (shrink)

The book includes engaging discussions of all of the areas central to aesthetics: aesthetic experience, representation, expression, the definition and ontology of art, evaluation, interpretation, truth, and morality. As well as providing a solid grounding in the seminal theories of Plato, Immanuel Kant, and Benedetto Croce, it presents the ideas of contemporary analytic thinkers, such as Ludwig Wittgenstein and Nelson Goodman, and the iconoclastic views of continental theorists, such as Roland Barthes and Jacques Derrida. Concerned throughout with enhancing the reader's (...) response to art, Colin Lyas brings his theoretical discussions to life with a wealth of topical examples of human creativity that are familiar to young people: Bowie as well as Beethoven, Warhol as well as Whistler. With comprehensive, up-to-date guides to further reading, Aesthetics is an invaluable introduction for students taking philosophy of art courses and essential reading for anyone who wishes to be informed and inspired to think about and experience art in a new way. (shrink)

Laura D'Olimpio argues that aesthetic education ought to be a compulsory part of education for all students, from pre-primary through to high school, as it is essential that young people have the opportunity to make art, experience and understand art and be informed as to the artistic history and aesthetic theories that have shaped their own culture and others. The book defends arts education on the basis of art's distinctive value and centrality to human experience. It also engages with topics (...) such as the art teacher's role in the classroom, curricula concerns and gleaning moral meanings from artworks. (shrink)

The aesthetic functional education of film art lies in the fact that Chinese people of their background in traditional culture, can be influenced and infected by truth, goodness, and beauty through excellent film works and develop empathy in the ritualized activity of watching movies. The animation film "30,000 Miles from Chang’an" combines historical narrative previous historical cultural and artistic aesthetics, presenting a colorful world of aesthetic education. The film is based on traditional poetry, and is conducive to unique narrative art (...) techniques, presenting history and reality to the audience to the extensive greatest. The audience cannot appreciate the prosperity of the heyday of the Tang Dynasty from the film pictures only appreciate the charm of Tang Dynasty poetry, which enhances the audience's understanding and recognition of Chinese traditional culture. This movie provides the audience with an animated film with an opportunity to explore information about the original history that is told as a true story through this film through the traditional culture of China and enrich the audience's aesthetic experience and cultural literacy. Interestingly, the film system of China and the socialist film system were established at this stage and exerted a continuous influence on the political, economic, social, and cultural fields. (shrink)

Aesthetics is not a "factual" discipline; there are no aesthetic facts. The word itself is derived from the Greek word for "feeling" and the discipline arises because of the need to find a place for the passions within epistemology—the branch of philosophy that investigates our beliefs. Aesthetics is more than just the study of beauty; it is a study of that which appeals to our senses, most often in connection with the classification, analysis, appreciation, and understanding of art. The Historical (...) Dictionary of Aesthetics covers its history from Classical Greece to the present, including entries on non-western aesthetics. The book contains a chronology, a list of acronyms and abbreviations, an introductory essay, a bibliography, and hundreds of cross-referenced dictionary entries on the main concepts, terminology, important persons , and the rules and criteria we apply in making judgments on art. By providing concise information on aesthetics, this dictionary is not only accessible to students, but it provides details and facts to specialists in the field. (shrink)