In part one of this series we saw how aesthetics can play a role in global education (see here). Let’s continue by looking at some other ways aesthetics can help us learn. In his book The Aesthetic Understanding, Roger Scruton points… Read more ›
Many Enlightenment philosophers, such as G.W. Leibniz (1646-1716) and Christian Wolff (1679-1754), had argued aesthetic experience was potentially intellectual. They argued that the sole difference between sensation and thought is that thought is distinct and sensation is confused. In order… Read more ›
Clive Bell (1881-1964) We all value things: people, places, animals, things, and so on. When we think about the nature of our valuing we discover that we value some things instrumentally – we see them as a means to an… Read more ›
Martha Nussbaum, in her book Not for Profit: Why Democracy Needs the Humanities (Princeton, 2011), observes that “The humanities and the arts are being cut away, in both primary/secondary and college/university education, in virtually every nation of the world. Seen… Read more ›
Directions for making an anamorphic projection from Jean-Francois Niceron’s La Perspective Curieuse (1652) Introduction I recently realized that some of the most powerful lessons I have encountered in philosophy share a dynamic which can be elucidated with the help of… Read more ›
Donald Judd, Untitled (1980-84) The art movement known as minimalism is not easy to define and, when applied to artists, their works, and their audiences, usually ends up oversimplifying things. Nonetheless, there is a set of family resemblances that can… Read more ›
The instrumental approach to art emphasizes art’s functionality. Art can certainly have many functions. But many argue its ability to help us understand things is among its most important (perhaps the most important). Such people usually embrace aesthetic cognitivism or… Read more ›
Most of my life I have been playing and appreciating music. Over the decades I have to admit there are times when I think music is alive. I feel the presence of a subject rather than an object. Some works… Read more ›
Edgar Allan Poe, 1809-1849 It is March 21, 2020 and the coronavirus is a pandemic threatening everyone on Earth. In my relative isolation of social distancing, I have had more time to read and I was drawn to a tale… Read more ›
Immanuel Kant (1724-1804) Introduction We sometimes refer to experiences, things, and even people as sublime. In doing so we try to convey something exalted, overwhelming, astonishing, and even infinite about them. We may also try and express feelings of delight… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
In past posts I have considered two popular theories of art, namely, the imitation theory (here) and formalism (here and here). In this post I want to take a look at the expression theory of art and some of its possibilities. Consider Leo Tolstoy’s… Read more ›
The more the form and material of a work are disregarded in favor of its subject matter the more we seem to lose a work of art. So, suppose we are listening to a folk musician with a compelling political… Read more ›
Many of our efforts at self-examination presuppose at least a sense of things we don’t know. We sense our life is inadequate and take steps to acquire more knowledge to remove our ignorance. We widen our scope, gain new perspectives, and… Read more ›
John Locke (1632-1704), in Book II of his Essay Concerning Human Understanding (1689) writes: “Our observation employed either about external sensible objects, or about the internal operations of our minds perceived and reflected upon by ourselves, is that which supplies our… Read more ›