Pub Date : 2021-01-31DOI: 10.5406/JAESTEDUC.55.1.0035
Christian Kronsted, S. Gallagher
Abstract:It is often argued by educators and researchers that access to the arts leads to increased academic performance. However, it is not clear why such access does so. We here use autopoietic enactive embodied cognition and ecological psychology to explain the relationship between dance training and conceptual problem-solving. We investigate four features of dance training that are beneficial for conceptual problem-solving and critical thinking: empathy, affordance exploration, attention change, and habit breaking. In each case, we will see that the embodied sensorimotor skills developed through dance practice are a form of affordance exploration that can carry over into the realm of conceptual problem-solving. Hence, since some of the skills needed in conceptual problem-solving are the same ones developed and trained through dancing, when we train dance, we also train some of the relevant skills for conceptual problem-solving and critical thinking.
{"title":"Dances and Affordances: The Relationship between Dance Training and Conceptual Problem-Solving","authors":"Christian Kronsted, S. Gallagher","doi":"10.5406/JAESTEDUC.55.1.0035","DOIUrl":"https://doi.org/10.5406/JAESTEDUC.55.1.0035","url":null,"abstract":"Abstract:It is often argued by educators and researchers that access to the arts leads to increased academic performance. However, it is not clear why such access does so. We here use autopoietic enactive embodied cognition and ecological psychology to explain the relationship between dance training and conceptual problem-solving. We investigate four features of dance training that are beneficial for conceptual problem-solving and critical thinking: empathy, affordance exploration, attention change, and habit breaking. In each case, we will see that the embodied sensorimotor skills developed through dance practice are a form of affordance exploration that can carry over into the realm of conceptual problem-solving. Hence, since some of the skills needed in conceptual problem-solving are the same ones developed and trained through dancing, when we train dance, we also train some of the relevant skills for conceptual problem-solving and critical thinking.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"55 1","pages":"35 - 55"},"PeriodicalIF":0.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47518587","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 : 2021-01-31DOI: 10.5406/JAESTEDUC.55.1.0072
A. Mu
Abstract:What appears irrelevant or negligible to readers of one cultural tradition may be seminal and indispensable to those of another. This article studies a prominent Chinese mode of living—the earnest pursuit of the aesthetic qualities of life—to help bridge the “impasses of noncommunication” in cross-cultural understanding. It constructs the working concept of “the aesthetic dimension of life” from Chinese formative thoughts before it applies the concept to the reading of “Forever by Your Side,” a “short-short story” by a contemporary peasant writer in China. The discussion focuses on how the ethical and the aesthetic are mutually entailing and how aspirations for the aesthetic in life affect human actions in general and ordinary people’s everyday choices and behavior in particular. Approaching the story from Chinese cultural tradition and analyzing it with Chinese conceptual paradigms, this article offers an in-depth understanding of contemporary China in its civilizational context and shows a way to overcome obstacles of cross-cultural communication.
{"title":"“Forever by Your Side,” Cross-Cultural Understanding, and the Aesthetic Dimension of Life","authors":"A. Mu","doi":"10.5406/JAESTEDUC.55.1.0072","DOIUrl":"https://doi.org/10.5406/JAESTEDUC.55.1.0072","url":null,"abstract":"Abstract:What appears irrelevant or negligible to readers of one cultural tradition may be seminal and indispensable to those of another. This article studies a prominent Chinese mode of living—the earnest pursuit of the aesthetic qualities of life—to help bridge the “impasses of noncommunication” in cross-cultural understanding. It constructs the working concept of “the aesthetic dimension of life” from Chinese formative thoughts before it applies the concept to the reading of “Forever by Your Side,” a “short-short story” by a contemporary peasant writer in China. The discussion focuses on how the ethical and the aesthetic are mutually entailing and how aspirations for the aesthetic in life affect human actions in general and ordinary people’s everyday choices and behavior in particular. Approaching the story from Chinese cultural tradition and analyzing it with Chinese conceptual paradigms, this article offers an in-depth understanding of contemporary China in its civilizational context and shows a way to overcome obstacles of cross-cultural communication.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"55 1","pages":"72 - 89"},"PeriodicalIF":0.5,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43093835","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 : 2021-01-01DOI: 10.5406/JAESTEDUC.55.1.0109
Winston
{"title":"Command Attention Rather Than Demand Concentration","authors":"Winston","doi":"10.5406/JAESTEDUC.55.1.0109","DOIUrl":"https://doi.org/10.5406/JAESTEDUC.55.1.0109","url":null,"abstract":"","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"55 1","pages":"109"},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70747660","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0076
Patricia A. Emison
Abstract:How can artists respond to the pressures generated by an age of photography and of ubiquitous imagery accredited almost no material value, an age in which craft has nearly vanished? I argue that Gerhard Richter and Norman Ackroyd each in his own way generate a particular freedom with respect to history (including the history of art) by negotiating an artworld in which abstraction and representation have no stable mutual hierarchy, in which the sublime and the picturesque may coexist. Leonardo long before discovered elements of both in his experience of landscape. Different as they might appear (painting versus aquatint; luxury versus affordable), Richter's and Ackroyd's works each establish a kind of art object that is not only postaura but also disdains the claims of uniqueness and of the immediately, thoroughly autograph: authentic, not self-expressive works of art that involve handwork even as they invoke mechanisms of replication. They renew the sublime via varieties of blankness adjusted for a world of dauntingly vast information resources.
{"title":"The Picturesque, the Sublime, and the Authentic: Leonardo and Richter","authors":"Patricia A. Emison","doi":"10.5406/jaesteduc.54.4.0076","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0076","url":null,"abstract":"Abstract:How can artists respond to the pressures generated by an age of photography and of ubiquitous imagery accredited almost no material value, an age in which craft has nearly vanished? I argue that Gerhard Richter and Norman Ackroyd each in his own way generate a particular freedom with respect to history (including the history of art) by negotiating an artworld in which abstraction and representation have no stable mutual hierarchy, in which the sublime and the picturesque may coexist. Leonardo long before discovered elements of both in his experience of landscape. Different as they might appear (painting versus aquatint; luxury versus affordable), Richter's and Ackroyd's works each establish a kind of art object that is not only postaura but also disdains the claims of uniqueness and of the immediately, thoroughly autograph: authentic, not self-expressive works of art that involve handwork even as they invoke mechanisms of replication. They renew the sublime via varieties of blankness adjusted for a world of dauntingly vast information resources.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"518 1","pages":"76 - 88"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271550","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0048
I. Jovanović
Abstract:I agree with Rafe McGregor's overall intuition regarding the ethical dimension of narratives, and I wholeheartedly applaud his endeavors to support the humanities via his particular methodology. However, there are several issues where we disagree, and I develop these in my commentary. Primarily, I challenge the epistemic framework underlying his theory, his account on the phenomenology of literary engagements, and, what I see as the most problematic aspect of his theory, the openness to the possibility of moral corruption via art. I end by raising some considerations regarding the practical implementation of his theory into our culture.
{"title":"Becoming Sensible: Thoughts on Rafe McGregor's Narrative Justice","authors":"I. Jovanović","doi":"10.5406/jaesteduc.54.4.0048","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0048","url":null,"abstract":"Abstract:I agree with Rafe McGregor's overall intuition regarding the ethical dimension of narratives, and I wholeheartedly applaud his endeavors to support the humanities via his particular methodology. However, there are several issues where we disagree, and I develop these in my commentary. Primarily, I challenge the epistemic framework underlying his theory, his account on the phenomenology of literary engagements, and, what I see as the most problematic aspect of his theory, the openness to the possibility of moral corruption via art. I end by raising some considerations regarding the practical implementation of his theory into our culture.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"54 1","pages":"48 - 61"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494284","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0089
Xiongbo Shi
Abstract:This article starts with a discussion of the role of tradition as it is related to creativity or originality in Western art theory and literary criticism before examining ideas of tradition and creativity in premodern Chinese calligraphy criticism. I elaborate that learning from the past has been regarded as the proper course to take in becoming a mature calligrapher, that in calligraphic practice, linmo (copying) and dutie (reading and contemplating the master's original work) are the two main approaches to past models. I propose that gu, as tradition, is an ever-changing and accumulative repertoire in Chinese calligraphy history. The last section studies the calligraphic theory of tong-bian (continuity-mutation), illustrating that Chinese calligraphic practice, or visual art practice at large, emphasizes the study of the past, an inheritance of tradition, but that creativity or originality is still a value embedded in Chinese aesthetics.
{"title":"Being a Disciple of the Past: The Tradition and Creativity in Chinese Calligraphy Criticism","authors":"Xiongbo Shi","doi":"10.5406/jaesteduc.54.4.0089","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0089","url":null,"abstract":"Abstract:This article starts with a discussion of the role of tradition as it is related to creativity or originality in Western art theory and literary criticism before examining ideas of tradition and creativity in premodern Chinese calligraphy criticism. I elaborate that learning from the past has been regarded as the proper course to take in becoming a mature calligrapher, that in calligraphic practice, linmo (copying) and dutie (reading and contemplating the master's original work) are the two main approaches to past models. I propose that gu, as tradition, is an ever-changing and accumulative repertoire in Chinese calligraphy history. The last section studies the calligraphic theory of tong-bian (continuity-mutation), illustrating that Chinese calligraphic practice, or visual art practice at large, emphasizes the study of the past, an inheritance of tradition, but that creativity or originality is still a value embedded in Chinese aesthetics.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"54 1","pages":"100 - 89"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052656","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0026
Vladimir Rizov
Abstract:Rafe McGregor's Narrative Justice provides a powerful argument for the merit of an education by and through aesthetics as a way of challenging criminal inhumanity. As a work at the intersection of critical criminology and philosophy, it is a challenging and thoughtful articulation of the criminological imagination. Ultimately, McGregor's argument highlights the possibility of a political education through aesthetic engagement. The exemplary narratives that McGregor uses in his book are varied and richly evocative. My commentary on the book is in keeping with this spirit and suggests an exemplary narrative of my own from the medium of video games as a way of both complementing McGregor's book and outlining its merits, as well as proposing a future line of study. With focus on Red Dead Redemption 2, I argue for the importance of considering a given narrative's context of production and historicity.
{"title":"Narrative Redemption: A Commentary of McGregor's Narrative Justice","authors":"Vladimir Rizov","doi":"10.5406/jaesteduc.54.4.0026","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0026","url":null,"abstract":"Abstract:Rafe McGregor's Narrative Justice provides a powerful argument for the merit of an education by and through aesthetics as a way of challenging criminal inhumanity. As a work at the intersection of critical criminology and philosophy, it is a challenging and thoughtful articulation of the criminological imagination. Ultimately, McGregor's argument highlights the possibility of a political education through aesthetic engagement. The exemplary narratives that McGregor uses in his book are varied and richly evocative. My commentary on the book is in keeping with this spirit and suggests an exemplary narrative of my own from the medium of video games as a way of both complementing McGregor's book and outlining its merits, as well as proposing a future line of study. With focus on Red Dead Redemption 2, I argue for the importance of considering a given narrative's context of production and historicity.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"54 1","pages":"26 - 35"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46176307","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0101
Wiebe Koopal, J. Vlieghe
Abstract:This article explores the musical motifs in Thomas Mann's 1947 novel Doktor Faustus and how they relate to the novel's particular Bildung character. We claim that the novel allows for a challenging musico-pedagogical reading, which opens up new and highly imaginative perspectives on music and music education. Going beyond interpretations that mainly discuss the element of music in light of the novel's metaphysical or sociocritical pretentions, we believe that Adrian Leverkühn's musical Bildung materializes a discourse that is primarily educational and affirmative. Bringing in elements of various "posthumanist" philosophical traditions, our article elaborates a musico-pedagogical concept of technology. On the one hand, this enables a wholly new and more appreciative understanding of what Leverkühn's Faustian bargain could be about; on the other, it allows us to radically rethink the theoretical narrative(s) of musical science and education. The outcome is the call for a "pedagogy of pure instrumentality." By seducing students to take part in an experimental and care-ful study for immanent musical technics (rather than techniques), education allows music to re-invent itself, to keep researching the magical procedures and instruments that link together sound and meaning in diverse musical practices, beyond any teleological appropriation.
{"title":"Music Education as Faustian Bargain: Re-Enchanting the World with Thomas Mann's Doktor Faustus","authors":"Wiebe Koopal, J. Vlieghe","doi":"10.5406/jaesteduc.54.4.0101","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0101","url":null,"abstract":"Abstract:This article explores the musical motifs in Thomas Mann's 1947 novel Doktor Faustus and how they relate to the novel's particular Bildung character. We claim that the novel allows for a challenging musico-pedagogical reading, which opens up new and highly imaginative perspectives on music and music education. Going beyond interpretations that mainly discuss the element of music in light of the novel's metaphysical or sociocritical pretentions, we believe that Adrian Leverkühn's musical Bildung materializes a discourse that is primarily educational and affirmative. Bringing in elements of various \"posthumanist\" philosophical traditions, our article elaborates a musico-pedagogical concept of technology. On the one hand, this enables a wholly new and more appreciative understanding of what Leverkühn's Faustian bargain could be about; on the other, it allows us to radically rethink the theoretical narrative(s) of musical science and education. The outcome is the call for a \"pedagogy of pure instrumentality.\" By seducing students to take part in an experimental and care-ful study for immanent musical technics (rather than techniques), education allows music to re-invent itself, to keep researching the magical procedures and instruments that link together sound and meaning in diverse musical practices, beyond any teleological appropriation.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"54 1","pages":"101 - 121"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717318","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 : 2020-10-22DOI: 10.5406/jaesteduc.54.4.0019
D. Matravers
Abstract:This paper makes three responses to Rafe McGregor's book Narrative Justice. The first, with which McGregor may well agree, raises skeptical questions about the current empirical literature on readers of narratives. The second questions the relation between the moral or ethical status of actual wrongs and the moral and ethical status of merely represented wrongs. The final response examines McGregor's argument that the vehicle of our cognitive gain from narratives is the form of the narrative rather than the content. The response has two parts. First, it asks whether there can ever be anything wrong with form abstracted from content; second, it suggests that McGregor's argument involves an unhelpful mix of what is labeled the "internal" and the "external" perspective.
{"title":"Comments on Rafe McGregor's Narrative Criminology","authors":"D. Matravers","doi":"10.5406/jaesteduc.54.4.0019","DOIUrl":"https://doi.org/10.5406/jaesteduc.54.4.0019","url":null,"abstract":"Abstract:This paper makes three responses to Rafe McGregor's book Narrative Justice. The first, with which McGregor may well agree, raises skeptical questions about the current empirical literature on readers of narratives. The second questions the relation between the moral or ethical status of actual wrongs and the moral and ethical status of merely represented wrongs. The final response examines McGregor's argument that the vehicle of our cognitive gain from narratives is the form of the narrative rather than the content. The response has two parts. First, it asks whether there can ever be anything wrong with form abstracted from content; second, it suggests that McGregor's argument involves an unhelpful mix of what is labeled the \"internal\" and the \"external\" perspective.","PeriodicalId":45866,"journal":{"name":"JOURNAL OF AESTHETIC EDUCATION","volume":"54 1","pages":"19 - 25"},"PeriodicalIF":0.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43849817","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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