Some of the authors of the essays on Chinese philosophers prefer the pin yin system of romanization for Chinese names and words, while others prefer the Wade‐Giles system. Given that both systems are in wide use today, important names and words are given in both their pin yin and Wade‐Giles formulations. The author's preference is printed first, followed by the alternative romanization within brackets.

Wittgenstein's 'Prototractatus' raises difficult textual questions concerning both its structure and the date of its composition. I provide an account of the structure of the 'Prototractatus' by investigating the hitherto unexplored connections between it and other early Wittgenstein manuscripts. I then consider the two most influential proposals on its date of composition, made by von Wright and McGuinness, and argue that neither of them stands up to scrutiny. I make an alternative suggestion, and discuss its implications for the significance of (...) the 'Prototractatus' in the study of Wittgenstein's early philosophy. -/- . (shrink)

This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists’ pessimism of social (...) structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting. (shrink)

Two options are ‘incommensurate’ when neither is better than the other, but they are not equally good. Typically, we will say that one option is better in some ways, and the other in others, but neither is better ‘all things considered’. It is tempting to think that incommensurability is vagueness—that it is (perhaps) indeterminate which is better—but this ‘vagueness view’ of incommensurability has not proven popular. I set out the vagueness view and its implications in more detail, and argue that (...) it can explain most of the puzzling features of incommensurability. This argument proceeds without appeal to John Broome’s ‘collapsing principle’. (shrink)

The unity of consciousness has so far been studied only as a relation holding among the many experiences of a single subject. I investigate whether this relation could hold between the experiences of distinct subjects, considering three major arguments against the possibility of such ‘between-subjects unity’. The first argument, based on the popular idea that unity implies subsumption by a composite experience, can be deflected by allowing for limited forms of ‘experience-sharing’, in which the same token experience belongs to more (...) than one subject. The second argument, based on the phenomenological claim that unified experiences have interdependent phenomenal characters, I show to rest on an equivocation. Finally, the third argument accuses between-subjects unity of being unimaginable, or more broadly a formal possibility corresponding to nothing we can make sense of. I argue that the familiar experience of perceptual co-presentation gives us an adequate phenomenological grasp on what between-subjects unity might be like. (shrink)

The essays in this volume edited by Axel Schneider and Thomas Fröhlich deal with a crucial topic, namely discourses around the concept of progress in China. Although numerous authors, including Prasenjit Duara, Luke Kwong and others,1 have dealt with this issue, this volume goes further by examining the details of the interpretation of ideas of progress and showing that the incorporation of linear time in China was far from linear.The book is divided into an Introduction, three parts, and (...) nine chapters. The first part, "Initial Conceptual Encounters," consists of two chapters, Kai Vogelsang's "The Chinese Concept of Progress" and Takahiro Nakajima's "The Progress of Civilization and Confucianism in Modern East... (shrink)

The assumption that psychological states and processes are computational in character pervades much of cognitive science, what many call the computational theory of mind. In addition to occupying a central place in cognitive science, the computational theory of mind has also had a second life supporting “individualism”, the view that psychological states should be taxonomized so as to supervene only on the intrinsic, physical properties of individuals. One response to individualism has been to raise the prospect of “wide computational systems”, (...) in which some computational units are instantiated outside the individual. “Wide computationalism” attempts to sever the link between individualism and computational psychology by enlarging the concept of computation. However, in spite of its potential interest to cognitive science, wide computationalism has received little attention in philosophy of mind and cognitive science. This paper aims to revisit the prospect of wide computationalism. It is argued that by appropriating a mechanistic conception of computation wide computationalism can overcome several issues that plague initial formulations. The aim is to show that cognitive science has overlooked an important and viable option in computational psychology. The paper marshals empirical support and responds to possible objections. (shrink)

Fine-tuning in physics and cosmology is often used as evidence that a theory is incomplete. For example, the parameters of the standard model of particle physics are “unnaturally” small, which has driven much of the search for physics beyond the standard model. Of particular interest is the fine-tuning of the universe for life, which suggests that our universe’s ability to create physical life forms is improbable and in need of explanation, perhaps by a multiverse. This claim has been challenged on (...) the grounds that the relevant probability measure cannot be justified because it cannot be normalized, and so small probabilities cannot be inferred. We show how fine-tuning can be formulated within the context of Bayesian theory testing in the physical sciences. The normalizability problem is seen to be a general problem for testing any theory with free parameters, and not a unique problem for fine-tuning. Physical theories in fact avoid such problems in one of two ways. Dimensional parameters are bounded by the Planck scale, avoiding troublesome infinities, and we are not compelled to assume that dimensionless parameters are distributed uniformly, which avoids non-normalizability. (shrink)

Discussions of extended cognition have increasingly engaged with the empirical and methodological practices of cognitive science and psychology. One topic that has received increased attention from those interested in the extended mind is music cognition. A number of authors have argued that music not only shapes emotional and cognitive processes, but also that it extends those processes beyond the bodily envelope. The aim of this paper is to evaluate the case for extended music cognition. Two accounts are examined in detail: (...) Joel Krueger’s “musically extended emotional mind” and Tom Cochrane’s “expression and extended cognition.” Each account is evaluated using three “anti-extension” arguments. I argue that Krueger and Cochrane’s accounts offer important steps toward extended music cognition, but that each account remains underdeveloped in various ways. To supplement existing approaches, I propose a complementary extended computational approach to music cognition. The claim is that music cognition forms part of an extended system in virtue of involving computational processes that range across environmental and in-the-head elements. The paper concludes by showing how the ECMC deals with each of the three anti-extension challenges and responds to objections. (shrink)

Adam Morton, Stephen de Wijze, Hillel Steiner, and Eve Garrard have defended the view that evil action is qualitatively distinct from ordinary wrongdoing. By this, they do not that mean that evil actions feel different to ordinary wrongs, but that they have motives or effects that are not possessed to any degree by ordinary wrongs. Despite their professed intentions, Morton and de Wijze both offer accounts of evil action that fail to identify a clear qualitative difference between evil and ordinary (...) wrongdoing. In contrast, both Steiner's and Garrard's accounts of evil do point to qualitative distinctions between kinds of action, but it is implausible that either account correctly characterizes evil. The most plausible accounts maintain that evil actions have a necessary connection to extreme harms, and this suggests that evil is not qualitatively distinct from ordinary wrongdoing. (shrink)

ABSTRACTHieronymi and Zaibert think that forgiving requires resolving not to inflict any further punishment. Murphy, Garrard, Allais, and Pettigrove suggest that it is always possible for a victim to forgive a perpetrator while continuing to punish. In this paper I defend a middle-ground position: the non-adversarial account of forgiveness, according to which forgiving is sometimes but not always compatible with continuing to punish. When the perpetrator accepts continued punishment, it is no obstacle to forgiveness. But if the victim continues to (...) inflict punishment that she knows is rejected by the perpetrator, she is still holding the wrong against the perpetrator, and has not yet forgiven. (shrink)

The psychology and phenomenology of our knowledge of other minds is not well captured either by describing it simply as perception, nor by describing it simply as inference. A better description, I argue, is that our knowledge of other minds involves both through ‘perceptual co-presentation’, in which we experience objects as having aspects that are not revealed. This allows us to say that we perceive other minds, but perceive them as private, i.e. imperceptible, just as we routinely perceive aspects of (...) physical objects as unperceived. I discuss existing versions of this idea, particularly Joel Smith’s, on which it is taken to imply that our knowledge of other minds is, in these cases, perceptual and not inferential. Against this, I argue that perceptual co-presentation in general, and mind-perception in particular, yields knowledge that is simultaneously both perceptual and inferential. (shrink)

‘Radical enactivism’ (Hutto and Myin 2013, 2017) eschews representational content for all ‘basic’ mental activities. Critics have argued that this view cannot make sense of the workings of the imagination. In their recent book (2017), Hutto and Myin respond to these critics, arguing that some imaginings can be understood without attributing them any representational content. Their response relies on the claim that a system can exploit a structural isomorphism between two things without either of those things being a semantically evaluable (...) representation of the other. I argue that even if this claim is granted, there remains a problem for radically enactive accounts of imagining, namely that the active establishing and maintenance of a structural isomorphism seems to require representational content even if the exploitation of such an isomorphism, when established, does not. (shrink)

Trenton Merricks has recently argued that substance dualist accounts of embodiment and humanness do not cohere well with the Incarnation. He has also claimed that physicalism about human persons avoids this problem, which should lead Christians to be physicalists. In this paper, I argue that there are plausible dualist accounts of embodiment and humanness that avoid his objections. Furthermore, I argue that physicalism is inconsistent with the Incarnation.

We are often encouraged to forgive those who have wronged us. Before we can decide whether this is what we ought to do, we had better figure out what forgiveness amounts to. This article surveys recent philosophical disagreements over the nature of forgiveness. Is it only victims who can forgive the wrongs that were done to them, or can third parties also forgive? Is it possible to forgive yourself? When you forgive, what is that you are forgiving? Do you forgive (...) morally wrong actions, or do you forgive wrongdoers? Can you forgive things that were not actually morally wrong? How do you forgive? Do you forgive by having a change of heart towards the perpetrator, by losing your anger and resentment? Or do you forgive by changing the way you treat the wrongdoer, by withholding punishment, or by achieving reconciliation? Or do you forgive by declaring “I forgive you” to the wrongdoer? (shrink)

From the 1920s to the 1980s Oakeshott filled dozens of notebooks with his private reflections, both personal and intellectual. Their contents range from aphorisms to miniature essays, forming a unique record of his intellectual trajectory over his entire career. This volume makes them accessible in print for the first time, drawing together a host of his previously inaccessible observations on politics, philosophy, art, education, and much else besides. Religion in particular emerges as an ongoing concern for him in a way (...) that is not visible from his published works. The notebooks also provide a unique source of insight into Oakeshott's musings on life, thanks to the hitherto unsuspected existence of the series of 'Belle Dame’ notebooks that were written in the late 1920s and early 1930s but which only came to light two decades after his death. At the same period in which he was developing the concepts that would form Experience and its Modes, Oakeshott’s personal life lead him to reflect extensively on love and death, themes that highlight his enduring romantic affinities. Accompanied by an original editorial introduction, the volume allows readers to see for themselves exactly which works Oakeshott used in compiling each of his notebooks, providing a much clearer record of his intellectual influences than has previously been available. It will be an essential addition to the library of his works for all those interested in his ideas. (shrink)

I analyse the meaning of a popular idiom among consciousness researchers, in which an individual's consciousness is described as a 'field'. I consider some of the contexts where this idea appears, in particular discussions of attention and the unity of consciousness. In neither case, I argue, do authors provide the resources to cash out all the implications of field-talk: in particular, they do not give sense to the idea of conscious elements being arrayed along multiple dimensions. I suggest ways to (...) extend and generalize the attentional construal of 'field-talk' to provide a genuine multiplicity of dimensions, through the notions of attentional proximity and causal proximity: the degree to which two experiential elements are disposed to bring one another into attention when attended, or to interact in other distinctively mental ways. I conclude that if consciousness is a field, it is one organized by attentional and/or causal proximity. (shrink)

Adults without the capacity to make their own medical decisions have their rights protected under the Mental Capacity Act in the UK. The underlying principle of the court's decisions is the best interests test, and the evaluation of best interests is a welfare appraisal. Although the House of Lords in the well-known case of Bland held that the decision to withhold treatment for patients in a persistent vegetative state should not be based on their best interests, judges in recent cases (...) have still held that the best interests of persistently vegetative patients demand that the right to die with dignity prevails over society's interest to preserve life. The basis of suggesting that it is in the best interests for one who is alive in peace to die in peace is weak. Even if it may not be in their best interests to live on, it may not be so to die either. The phrase ‘the right to dignity/to die with dignity’ has been misused as a trump card to justify the speculation that a vegetative patient would necessarily refuse to live on machines. Without disrespect to the court's decision, we argue that the use of the best interests test to authorise withdrawing/withholding treatment from persistently vegetative patients without an advance directive is problematic. We propose that the court could have reached the same decision by considering only the futility of treatment without working through the controversial best interests of the patient. (shrink)

Elizabeth Anscombe's forthright philosophy speaks directly to many religious and ethical issues of current concern.This collection of her essays forms a companion volume to the critically acclaimed _Human Life, Action and Ethics_ published in 2005.

This fourth and final volume of writings by Elizabeth Anscombe reprints her _ Introduction to Wittgenstein's Tractatus_, together with a number of later essays on thought and language in which she explores issues of reason, representation, truth and existence. As with previous volumes this gathers hitherto inaccessible publications and previously unpublished texts. Singly and collectively the four volumes provide for a broader and deeper understanding of the thought of one of the twentieth century's most important anglophone philosophers.

Autonomous learning capacity is a key competency that supports teachers’ professional development. In this study, a stratified sampling method was used to recruit 396 junior and senior high school mathematics teachers in T city, one of the provincial city in China. A questionnaire with high reliability and validity developed prior to the study by the researchers was employed to measure their autonomous learning capacity and differences across groups. Twelve teachers were then selected for interviews. The results showed satisfactory overall performance. (...) By subdimension, teachers’ performance was the best in the development of study plans, followed by evaluation of learning outcomes, while they needed improvement in learning habit formation and proficiency in using learning methods. Furthermore, the analysis of differences across groups indicated that for autonomous learning capacity, female teachers were significantly better than their male peers; junior high school teachers were better compared to those in senior high school; teachers aged 41–50 underperformed those aged 51 and above; teachers who work in rural areas and townships did not perform worse than urban teachers; and those with doctoral degrees did not demonstrate considerable advantage over others. There were no significant differences in the overall autonomous learning capacity across years of teaching and job title groups. However, in the subdimensions, those with 21–30 years of teaching experience had lower proficiency in using learning methods and evaluation of learning outcomes, and teachers with senior titles did not demonstrate expected advantages in learning habit formation. (shrink)

Is it impossible to imaginatively simulate what it’s like to be someone with a different gender experience – to understand them empathically? Or is it simply difficult, a challenge requiring effort and dedication? I first distinguish three different sorts of obstacle to empathic understanding that are sometimes discussed: Missing Ingredient problems, Awkward Combination Problems, and Inappropriate Background Problems. I then argue that, although all three should be taken seriously, there is no clear reason to think that any of them are (...) both genuinely intractable and also significant impediments to the kind of empathic understanding we might want. To that extent, the challenge to interpersonal understanding here may be more a matter of skill and work than a hard boundary. (shrink)

Certain non-voluntarists have recently defended political authority by advancing two-part views. First, they argue that the state, or the law, is best (or uniquely) capable of accomplishing something important. Second, they defend a substantive normative principle on which being so situated is sufficient for de jure authority. This paper uses widely accepted tenets to show that all such defenses of authority fail.

With a view to addressing the moral concerns about the use of donor siblings, the Policy Statement of the American Academy of Pediatrics - Children as Hematopoietic Stem Cell Donors (the Policy) has laid out the criteria upon which tissue harvest from a minor would be permissible.

Psychotherapy with the use of psychedelic substances, including psilocybin, lysergic acid diethylamide (LSD), ketamine, and 3,4-methylenedioxymethamphetamine (MDMA), has demonstrated promise in treatment of post-traumatic stress disorder (PTSD), anxiety, addiction, and treatment-resistant depression. Psychedelic-assisted psychotherapy (PP) represents a unique psychopharmacological model that leverages the profound effects of the psychedelic experience. That experience is characterized by strong dependency on two key factors: participant mindset and the therapeutic environment. As such, therapeutic models that utilize psychedelics reflect the need for careful design that promotes (...) an open, flexible, trusting mindset and a supportive setting. To meet this need, the PP model is increasingly supplemented by auxiliary methods, including meditation, relaxation, visualization or spiritual practices. We suggest virtual reality (VR) as a full-spectrum tool able to capitalize on and catalyze the innately therapeutic aspects of the psychedelic experience, such as detachment from familiar reality, alteration of self-experience, augmentation of sensory perception and induction of mystical-type experiences. This is facilitated by VR’s evidenced capacity to: aid relaxation and reduce anxiety; buffer from external stimuli; promote a mindful presence; train the mind to achieve altered states of consciousness (ASC); evoke mystical states; enhance therapeutic alliance and encourage self-efficacy. While these unique VR features appear promising, VR’s potential role in PP remains speculative due to lack of empirical evidence on the combined use of VR and PP. Given the increased commercial interest in this synergy there is an urgent need to evaluate this approach. We suggest specific VR models and their role within PP protocols to inspire future direction in scientific research, and provide a list of potential disadvantages, side effects and limitations that need to be carefully considered. These include sensory overstimulation, cyber-sickness, triggering memories of past traumatic events as well as distracting from the inner experience or strongly influencing its contents. A balanced, evidence-based approach may provide continuity across all phases of treatment, support transition into and out of an ASC, deepen acute ASC experiences including mystical states and enrich the psychotherapeutic process of integration. We conclude that the potential application of VR in modulating psychedelic-assisted psychotherapy demands further exploration and an evidence-based approach to both design and implementation. (shrink)

This chapter contains sections titled: Being Fashionable Tryhards and Fashion Victims Effortless Cool Self‐effacing Goals.

In his book The Myth of Evil , Phillip Cole claims that the concept of evil divides normal people from inhuman, demonic and monstrous wrongdoers. Such monsters are found in fiction, Cole maintains, but not in reality. Thus, even if the concept of evil has the requisite form to be explanatorily useful, it will be of no explanatory use in the real world. My aims in this paper are to assess Cole’s arguments for the claim that there are no actual (...) evil persons, and, in so doing, to develop a clearer framework in which to think about evil personhood. While Cole is right to claim that there are no actual evil monsters or supernatural demons, he underestimates the extent to which ascriptions of demonic monstrosity are figurative rather than literal. Hence, a lack of actual monsters does not imply a lack of actual evil persons. More plausibly, Cole suggests that the concept of evil implies an unrealistically dualistic worldview, with purely evil people on one side and ordinary people on the other. Since no one is purely bad, Cole claims, the concept of evil fails to refer to actual persons. Cole is wrong to think that the use of extreme moral concepts is incompatible with fine-grained moral evaluations across a broad spectrum between the extremes. Nor is Cole sufficiently careful in unpacking the various ways in which a person might be considered purely bad. I will argue that some actual persons are extremely bad, that it is very likely that some actual persons are fixedly bad, and that quite possibly no actual persons are thoroughly bad or innately bad. It is plausible that a person is evil only if he is extremely and fixedly bad, but Cole is wrong to suppose that a person is evil only if he is thoroughly and innately bad. Thus, even if we accept Cole’s claim that no actual person is thoroughly or innately bad, it still seems very likely that some actual persons are evil, and hence that evil can be an explanatorily useful concept. (shrink)

I analyse six different senses in which a conscious mind can be said to be either 'bounded' or 'unbounded', and evaluate how well they might capture what people mean when they say either that human consciousness is necessarily bounded, that it introspectively appears bounded, or that mystical and psychedelic experiences remove its apparent boundedness. I then argue that, although human consciousness is certainly bounded in one important sense (informational boundedness), this does not entail that it is phenomenally bounded, in the (...) sense of being divided into separate fields of experience. In fact, if panpsychists are right that consciousness is fundamental and nature is uniform, it is likely that human consciousness is phenomenally unbounded: the whole universe is likely to be a single field of consciousness, with each of us being an informationally dense region of it. I close by noting some ways that this claim of phenomenal unboundedness ('continuism') impacts debates among panpsychists about how to solve the combination problem. (shrink)

The essays explore the relationship between art and politics by considering the connection between the European presence there and aesthetic representations produced by traveling and resident photographers, thereby contributing to how the ...

Jeremy Bentham, the philosopher and reformer, was at the height of his fame and influence in the 1820s. The 301 letters in this volume, many of which are previously unpublished, contain correspondence with international leaders such as Simón Bolívar, the 'Liberator', and Bernardino Rivadavia of Buenos Aires, British statesmen such as Robert Peel and Henry Brougham, and leading intellectuals such as John Stuart Mill and Sarah Austin.

What are the relationships between doubt and truth, thinking and writing in Montaigne’s Essais? We usually see Montaigne’s doubt through the lens of ancient schools of Scepticism and yet he notes that the Pyrrhonians ‘ne peuvent exprimer leur generale conception en aucune maniere de parler’: these philosophers describe their doubtful thought in negative affirmations but these are affirmations – ‘propositions affirmatives’ – all the same. This thesis approaches Montaigne’s doubt differently: I investigate the Essais not as an attempt to indicate (...) or describe doubtful, ‘double et divers’ thought but as a tool for thinking doubtfully in writing. Montaigne’s literary use of language is therefore central to my analysis. Irony, ambiguity, the practices of rewriting and overwriting, the ‘polyphony’ of cited authors who advocate different positions: these afford ways of thinking that sustain duality and doubt. I focus on Montaigne’s engagement with Seneca and Plutarch, ancient authors who are, superficially, unrelated to doubt: the Essais constitute a particular form of humanistic engagement with ancient texts, concerned with practices and forms of writing as much as, if not more than, with philosophical concepts. These ‘dogmatic’ authors – they defend philosophical positions of certainty – were, counter-intuitively, seen by Montaigne to have a ‘forme d’escrire douteuse et irresolue’. This doubtful ‘forme’ shaped Montaigne’s own and it was, I argue, in working with and on these authors – reading, writing, and thinking with them – that he constructed a way of writing doubtful in both form and thought: a text that is double, unresolved, ambiguous, and yet ‘truthful’ in its capacity to perform and make legible the complex, multiple nature of his thought and his thinking. (shrink)

We examine the implications of the US government’s too-big-to-fail policy as it has been applied to banks. Using alternative measures of risk, we compare the risk-taking behavior of 11 TBTF banks, identified by the Comptroller of the Currency in 1984, to a number of non-TBTF banks. We provide both theory and new empirical evidence to support our argument that the TBTF policy leads management to significantly increase risk-taking, with no corresponding increase in performance. While prior studies have considered the effects (...) of the TBTF policy on limited, but risk-related aspects of bank behavior, such as the cost of funds, our study provides direct evidence about the risk-taking behavior associated with the TBTF policy. Our study has important implications for the current political debate regarding the too-big-to-fail policy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

This book is particularly appropriate for graduate seminars or upper division courses in philosophy of mind, and for metaphysics or introductory philosophy ...