Pub Date : 2023-05-19DOI: 10.5406/15437809.57.2.05
Xiaofeng Cen, Gao Letian, S. J. Nimal, Zhu Yisong
Abstract:With the development of literati gardens during the Ming dynasty (1368–1644), the layout and design level of gardens reached an unprecedented height. As the representative of Suzhou gardens, The Humble Administrator's Garden (Zhuozhengyuan, 拙政园, 1530) has unique natural conditions and mature garden design, and its water management art is particularly exquisite. The best-preserved graphic information of The Humble Administrator's Garden are the poems and paintings by Wen Zhengming (文徵明, 1470–1559), including Thirty-One Scenes of The Humble Administrator's Garden (拙政园三十一景图, 1533), thirty landscape poems, and the biography Wang's Humble Administrator's Garden (王氏拙政园记, 1533). As the research object, this article aims to restore the image of The Humble Administrator's Garden by analyzing the water scene of the garden, summarizing its water technique and art, and extracting "Source of inflowing water" (为有源头活水来), "Esteem the mountain, revere the water, imitate the heaven and earth" (敬山畏水, 象天法地), "Fusion of the imitation of nature and the subjective ideas of the artist" (外师造化, 中得心源), and "Free and unfettered, enjoy the joy of leisure" (逍遥自得, 享闲居之乐) as the water aesthetic thoughts of the garden. In addition, this article provides some reference for the current landscape design.
{"title":"The Aesthetics of Water Management of The Humble Administrator's Garden","authors":"Xiaofeng Cen, Gao Letian, S. J. Nimal, Zhu Yisong","doi":"10.5406/15437809.57.2.05","DOIUrl":"https://doi.org/10.5406/15437809.57.2.05","url":null,"abstract":"Abstract:With the development of literati gardens during the Ming dynasty (1368–1644), the layout and design level of gardens reached an unprecedented height. As the representative of Suzhou gardens, The Humble Administrator's Garden (Zhuozhengyuan, 拙政园, 1530) has unique natural conditions and mature garden design, and its water management art is particularly exquisite. The best-preserved graphic information of The Humble Administrator's Garden are the poems and paintings by Wen Zhengming (文徵明, 1470–1559), including Thirty-One Scenes of The Humble Administrator's Garden (拙政园三十一景图, 1533), thirty landscape poems, and the biography Wang's Humble Administrator's Garden (王氏拙政园记, 1533). As the research object, this article aims to restore the image of The Humble Administrator's Garden by analyzing the water scene of the garden, summarizing its water technique and art, and extracting \"Source of inflowing water\" (为有源头活水来), \"Esteem the mountain, revere the water, imitate the heaven and earth\" (敬山畏水, 象天法地), \"Fusion of the imitation of nature and the subjective ideas of the artist\" (外师造化, 中得心源), and \"Free and unfettered, enjoy the joy of leisure\" (逍遥自得, 享闲居之乐) as the water aesthetic thoughts of the garden. In addition, this article provides some reference for the current landscape design.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41453600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.5406/15437809.57.2.01
M. Boatright
Abstract:This article explores how philosopher Ralph Waldo Emerson embraces the concept of experience as a means to live life as an experiment in order to welcome opportunities for the creation of new knowledge. The author uses Emerson's writings to argue that progress of thought and society can be made when one questions archaic fact, sees action and knowledge as inseparable, and views fearless experiencing as an invaluable event that can transform learning and lives.
{"title":"Overcoming Limitations: Reading as Transformational Experience in Emerson's Writings","authors":"M. Boatright","doi":"10.5406/15437809.57.2.01","DOIUrl":"https://doi.org/10.5406/15437809.57.2.01","url":null,"abstract":"Abstract:This article explores how philosopher Ralph Waldo Emerson embraces the concept of experience as a means to live life as an experiment in order to welcome opportunities for the creation of new knowledge. The author uses Emerson's writings to argue that progress of thought and society can be made when one questions archaic fact, sees action and knowledge as inseparable, and views fearless experiencing as an invaluable event that can transform learning and lives.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47720797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.5406/15437809.57.2.07
Georgia Belesis
Abstract:In this article, I argue that by integrating aesthetic education into history instruction, teachers can create a "historically relevant pedagogy." This approach paints a more complete picture of history and reflects students' varied learning styles and their sociocultural needs, interests, and experiences. Historically relevant pedagogy integrates the frameworks of aesthetic, historical, and culturally relevant educational approaches. Through this pedagogical combination, students can develop historical literacy, experience academic excellence, and become socioculturally aware of their role in society. The conclusions of this study suggest a need to redesign high school history courses to include more aesthetics-based instruction.
{"title":"Aesthetic Education in Developing a Historically Relevant Pedagogy","authors":"Georgia Belesis","doi":"10.5406/15437809.57.2.07","DOIUrl":"https://doi.org/10.5406/15437809.57.2.07","url":null,"abstract":"Abstract:In this article, I argue that by integrating aesthetic education into history instruction, teachers can create a \"historically relevant pedagogy.\" This approach paints a more complete picture of history and reflects students' varied learning styles and their sociocultural needs, interests, and experiences. Historically relevant pedagogy integrates the frameworks of aesthetic, historical, and culturally relevant educational approaches. Through this pedagogical combination, students can develop historical literacy, experience academic excellence, and become socioculturally aware of their role in society. The conclusions of this study suggest a need to redesign high school history courses to include more aesthetics-based instruction.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.06
Bob King
Abstract:This article examines the role of maieutic dialogue and exponential power in creative work. Its thesis is that maieutic dialogue is the engine that drives the creative process, and exponential power is the engine that informs maieutic dialogue. The legacy of Socrates is rehabilitated, and then his example is used as a clinic to rehabilitate the legacies of Jackson Pollock, Robert Rauschenberg, and creative artists in general. Implications for aesthetic education are alluded to in a concluding section.
{"title":"Conversation on Conversation: Maieutic Dialogue and Exponential Power in Creative Work","authors":"Bob King","doi":"10.5406/15437809.57.1.06","DOIUrl":"https://doi.org/10.5406/15437809.57.1.06","url":null,"abstract":"Abstract:This article examines the role of maieutic dialogue and exponential power in creative work. Its thesis is that maieutic dialogue is the engine that drives the creative process, and exponential power is the engine that informs maieutic dialogue. The legacy of Socrates is rehabilitated, and then his example is used as a clinic to rehabilitate the legacies of Jackson Pollock, Robert Rauschenberg, and creative artists in general. Implications for aesthetic education are alluded to in a concluding section.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46254553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.07
Asmita Sarkar, Aileen Blaney
Abstract:Contemporary painting is a complex practice, and artists regularly incorporate elements from different media such as photography, textile, and performance. Despite its status being diminished by different conceptual art movements, painting still has a critically important place in the artworld. This importance is largely due to painting’s ability to stretch across media and make a direct appeal to the senses. In this article, an attempt is made to theorize the facility of painting to incorporate different media and its resulting reflexivity. Maurice Merleau-Ponty’s theory of embodiment and phenomenological theory of metaphor provide the theoretical means to articulate reflexivity in painting. Curatorial writing about contemporary painting and case studies of young painters from India form a backdrop for the analysis of examples from the painting practice of one of the authors to demonstrate the material dynamism of painting. It is shown that this reflexivity is intimately related to the sensuous texture of materials used in the creation of the paintings under discussion. The first-person narrative of artistic process and production provides insight into the embodied process of making and manipulating media and evidence that painters can create new insights about the ontology of painting.
{"title":"Material Metaphor and Reflexivity in Contemporary Painting: A Practice-based Investigation","authors":"Asmita Sarkar, Aileen Blaney","doi":"10.5406/15437809.57.1.07","DOIUrl":"https://doi.org/10.5406/15437809.57.1.07","url":null,"abstract":"Abstract:Contemporary painting is a complex practice, and artists regularly incorporate elements from different media such as photography, textile, and performance. Despite its status being diminished by different conceptual art movements, painting still has a critically important place in the artworld. This importance is largely due to painting’s ability to stretch across media and make a direct appeal to the senses. In this article, an attempt is made to theorize the facility of painting to incorporate different media and its resulting reflexivity. Maurice Merleau-Ponty’s theory of embodiment and phenomenological theory of metaphor provide the theoretical means to articulate reflexivity in painting. Curatorial writing about contemporary painting and case studies of young painters from India form a backdrop for the analysis of examples from the painting practice of one of the authors to demonstrate the material dynamism of painting. It is shown that this reflexivity is intimately related to the sensuous texture of materials used in the creation of the paintings under discussion. The first-person narrative of artistic process and production provides insight into the embodied process of making and manipulating media and evidence that painters can create new insights about the ontology of painting.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47903923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.03
D. Fenner
Abstract:This article examines the question of to what degree does having an aesthetic experience rely on being prepared to have such an experience. The answer, affirming that preparation is necessary, is offered in three parts: a volitional model, an expectation model, and a receptivity model.
{"title":"Aesthetic Preparation","authors":"D. Fenner","doi":"10.5406/15437809.57.1.03","DOIUrl":"https://doi.org/10.5406/15437809.57.1.03","url":null,"abstract":"Abstract:This article examines the question of to what degree does having an aesthetic experience rely on being prepared to have such an experience. The answer, affirming that preparation is necessary, is offered in three parts: a volitional model, an expectation model, and a receptivity model.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45774620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.04
Jie-ae Yu
Abstract:This article discusses the ways in which the practical benefit of poetry, as a source of healing power to reduce distress, is enhanced through incorporating a detailed analysis of literary texts and their sources that relate to the author’s depiction of the human predicament and suggestions for liberation from it. This article focuses on two Romantic poems as case studies, Percy Bysshe Shelley’s “Mutability” (1816) and John Keats’s “Ode on Melancholy” (1820), to highlight an effective way of inspiring students to recognize the poets’ representations of anxiety and their poems’ therapeutic effects. By pointing out the limitations of recent studies promoting the curative power of poetry, the article examines precise literary aspects of the two works, which facilitate the relief from inner affliction for readers as they discuss in detail the concept of affliction in its association with the realities of instability and depression. It suggests a method of providing poetry education that reveals the paradox of suffering and self-remedy and thereby reinforces comprehension.
{"title":"The Practical Education of Poetry: Discovering Pain and Therapeutic Effects in Shelley’s “Mutability” and Keats’s “Ode on Melancholy”","authors":"Jie-ae Yu","doi":"10.5406/15437809.57.1.04","DOIUrl":"https://doi.org/10.5406/15437809.57.1.04","url":null,"abstract":"Abstract:This article discusses the ways in which the practical benefit of poetry, as a source of healing power to reduce distress, is enhanced through incorporating a detailed analysis of literary texts and their sources that relate to the author’s depiction of the human predicament and suggestions for liberation from it. This article focuses on two Romantic poems as case studies, Percy Bysshe Shelley’s “Mutability” (1816) and John Keats’s “Ode on Melancholy” (1820), to highlight an effective way of inspiring students to recognize the poets’ representations of anxiety and their poems’ therapeutic effects. By pointing out the limitations of recent studies promoting the curative power of poetry, the article examines precise literary aspects of the two works, which facilitate the relief from inner affliction for readers as they discuss in detail the concept of affliction in its association with the realities of instability and depression. It suggests a method of providing poetry education that reveals the paradox of suffering and self-remedy and thereby reinforces comprehension.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45014090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.05
Ela Krieger
Abstract:When teaching the use of perspective, art teachers usually begin with the linear perspective of the Italian Renaissance with the intent of providing pupils with practical tools to create spatial illusion in their drawings. Perspective, however, is and can be much more than a technique for constructing pictures. Given that perspective-taking is one of the central aspects of empathy, the teaching of this topic can serve as a tool for improving openness and empathy among school children. The transformative power of art education makes this possible. The current article suggests a method of using photographic works of art to encourage children to see the world from the perspective of the other. Complementing the teaching of one-point perspective, the teacher introduces the children to the idea of multiple points of view to engage them in imagining things as if they could be otherwise, leading eventually to increased social sensitivity.
{"title":"On “Perspective(s)” and Empathy in Art Education","authors":"Ela Krieger","doi":"10.5406/15437809.57.1.05","DOIUrl":"https://doi.org/10.5406/15437809.57.1.05","url":null,"abstract":"Abstract:When teaching the use of perspective, art teachers usually begin with the linear perspective of the Italian Renaissance with the intent of providing pupils with practical tools to create spatial illusion in their drawings. Perspective, however, is and can be much more than a technique for constructing pictures. Given that perspective-taking is one of the central aspects of empathy, the teaching of this topic can serve as a tool for improving openness and empathy among school children. The transformative power of art education makes this possible. The current article suggests a method of using photographic works of art to encourage children to see the world from the perspective of the other. Complementing the teaching of one-point perspective, the teacher introduces the children to the idea of multiple points of view to engage them in imagining things as if they could be otherwise, leading eventually to increased social sensitivity.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43461927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.5406/15437809.57.1.01
J. MacAllister, I. Jovanović, D. Fenner, Jie-ae Yu, Ela Krieger, B. King, Asmita Sarkar, Aileen Blaney
Abstract:In this article, I challenge Simon Critchley’s recent suggestion that tragic art is not morally educational in Aristotle’s analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell’s reading of how catharsis helps the audience of tragedy learn to feel pity and fear appropriately is discussed. Two objections Lear makes to Halliwell’s account are thereafter outlined and responded to. I maintain that for Aristotle, the pleasure proper to tragedy is prompted by an understanding of what matters most in life—not making mistakes that threaten the prosperity of loved ones. I pull the article together by questioning aspects of Christopher Falzon’s reading of Ruben Östlund’s film, Force Majeure. I conclude that the film both exemplifies and critiques Aristotle’s account of moral learning through tragedy.
{"title":"Moral Learning through Tragedy in Aristotle and Force Majeure","authors":"J. MacAllister, I. Jovanović, D. Fenner, Jie-ae Yu, Ela Krieger, B. King, Asmita Sarkar, Aileen Blaney","doi":"10.5406/15437809.57.1.01","DOIUrl":"https://doi.org/10.5406/15437809.57.1.01","url":null,"abstract":"Abstract:In this article, I challenge Simon Critchley’s recent suggestion that tragic art is not morally educational in Aristotle’s analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell’s reading of how catharsis helps the audience of tragedy learn to feel pity and fear appropriately is discussed. Two objections Lear makes to Halliwell’s account are thereafter outlined and responded to. I maintain that for Aristotle, the pleasure proper to tragedy is prompted by an understanding of what matters most in life—not making mistakes that threaten the prosperity of loved ones. I pull the article together by questioning aspects of Christopher Falzon’s reading of Ruben Östlund’s film, Force Majeure. I conclude that the film both exemplifies and critiques Aristotle’s account of moral learning through tragedy.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41916567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.5406/15437809.56.4.02
R. De Clercq
Abstract:Modern buildings do not easily harmonize with other buildings, regardless of whether the latter are also modern. This often-observed fact has not received a satisfactory explanation. To improve on existing explanations, this article generalizes one of Ortega y Gasset’s observations concerning modern fine art and then develops a metaphysics of styles that is inspired by work in the philosophy of biology. The resulting explanation is that modern architecture is incapable of developing patterns that facilitate harmonizing because such patterns would humanize buildings, and modern architecture is a homeostatic property cluster with a dehumanizing motive at its core.
{"title":"The Dehumanization of Architecture","authors":"R. De Clercq","doi":"10.5406/15437809.56.4.02","DOIUrl":"https://doi.org/10.5406/15437809.56.4.02","url":null,"abstract":"Abstract:Modern buildings do not easily harmonize with other buildings, regardless of whether the latter are also modern. This often-observed fact has not received a satisfactory explanation. To improve on existing explanations, this article generalizes one of Ortega y Gasset’s observations concerning modern fine art and then develops a metaphysics of styles that is inspired by work in the philosophy of biology. The resulting explanation is that modern architecture is incapable of developing patterns that facilitate harmonizing because such patterns would humanize buildings, and modern architecture is a homeostatic property cluster with a dehumanizing motive at its core.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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