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Showing 1 to 15 of 192 results Save | Export
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Konecni, Vladimir J. – Journal of Aesthetic Education, 2013
Empirical psycho-aesthetics is approached in this two-part article from two directions. Part I, which appeared in the Winter 2012 issue of "JAE," addressed definitional and organizational issues, including the field's origins, its relation to "sister" disciplines (experimental philosophy, cognitive neuroscience of art, and neuroaesthetics), and…
Descriptors: Aesthetics, Experimental Psychology, Interdisciplinary Approach, Artists
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Stoller, Aaron – Journal of Aesthetic Education, 2013
This essay is an attempt to add to the argument that beauty matters in education through offering a reciprocal but interconnected point: if the dynamic harmony and deep connectedness of beauty need to be taken seriously, so must their aesthetic converse--the disharmony and estrangement of failure. While the discourse of philosophical aesthetics…
Descriptors: Aesthetics, Failure, Educational Theories, Art
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David-West, Alzo – Journal of Aesthetic Education, 2013
Aesthetics is not a subject usually associated with North Korea in Western scholarship, the usual tropes being autocracy, counterfeiting, drugs, human-rights abuse, famine, nuclear weapons, party-military dictatorship, Stalinism, and totalitarianism. Where the arts are concerned, they are typically seen as crude political propaganda. One British…
Descriptors: Aesthetics, Theories, Nationalism, Anthropology
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Wong, David – Journal of Aesthetic Education, 2012
The seventh annual Sloan Foundation Study of Online Learning revealed that one in four college students took at least one online course in the 2008 academic year--a 17 percent increase from just the previous year. This rapid growth seems to be fueled mainly by a perceived need by universities to be more convenient and accessible for students. This…
Descriptors: Aesthetics, Student Experience, Electronic Learning, Discussion
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Lewis, Tyson E. – Journal of Aesthetic Education, 2012
Often when the author is teaching philosophy of education, his students begin the process of inquiry by prefacing their questions with something along the lines of "I'm just curious, but ...." Why do teachers and students feel compelled to express their curiosity as "just" curiosity? Perhaps there is a slight embarrassment in proclaiming their…
Descriptors: Personality Traits, Aesthetics, Epistemology, Politics
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Iqbal, Azlan – Journal of Aesthetic Education, 2012
Computational aesthetics is a relatively new subfield of artificial intelligence (AI). It includes research that enables computers to "recognize" (and evaluate) beauty in various domains such as visual art, music, and games. Aside from the benefit this gives to humans in terms of creating and appreciating art in these domains, there are perhaps…
Descriptors: Aesthetics, Artificial Intelligence, Computer Software, Games
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Brady, Emily – Journal of Aesthetic Education, 2012
The sublime has been a relatively neglected topic in recent work in philosophical aesthetics, with existing discussions confined mainly to problems in Kant's theory. Given the revival of interest in his aesthetic theory and the influence of the Kantian sublime compared to other eighteenth-century accounts, this focus is not surprising. Kant's…
Descriptors: Aesthetics, Theories, Physical Environment, Value Judgment
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Gordon, Mordechai – Journal of Aesthetic Education, 2012
The connection between humor and aesthetic experience has already been recognized by several thinkers and aesthetic educators. For instance, humor theorist John Morreall writes that "humor is best understood as itself a kind of aesthetic experience, equal in value at least to any other kind of aesthetic experience." For Morreall, both humor and…
Descriptors: Aesthetics, Curriculum Development, Humor, Correlation
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Shoaf, Robb W. – Journal of Aesthetic Education, 2012
The thesis of the present paper is that collaboration is not only critical to the work of education at large but may function more effectively when it is conceived as an aesthetic enterprise. The counterintuitive claim of this paper is that an aesthetic perspective will both broaden one's perspective and sharpen one's focus in addressing both the…
Descriptors: Aesthetics, Higher Education, Interdisciplinary Approach, Cooperation
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Magro, Albert – Journal of Aesthetic Education, 2012
With regard to general aesthetic education, the university liberal studies curriculum is designed to provide a balance of the humanities and sciences. Beyond offering a balanced curriculum, there is the current trend for universities to offer a liberal studies curriculum that interfaces the sciences and the humanities. A prime example of this is…
Descriptors: Aesthetics, Art, Evolution, Anatomy
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Escalera, Carla Carmona – Journal of Aesthetic Education, 2012
Ludwig Wittgenstein gave priority to aesthetics over other disciplines due to its invaluable capacities for revealing certain aspects of the nature of human understanding and for guiding our actions toward an ethical life. Although Wittgenstein did not focus on these issues in a systematic way, these worries were present in his philosophy during…
Descriptors: Aesthetic Education, Aesthetics, Ethics, Religion
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Skaggs, Steven; Hausman, Carl R. – Journal of Aesthetic Education, 2012
Recent decades have seen a flattening of the playing field in terms of the arts. The rise of popular culture programs in universities is one of the by-products of this attitude, which rejects the traditional hierarchical status of arts by genre. However, something vital is lost in that little attention is paid to the experiential aspects of…
Descriptors: Art Education, Art, Vertical Organization, Experience
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Sauchelli, Andrea – Journal of Aesthetic Education, 2012
Berys Gaut has recently defended a theory according to which a moral defect of a work of art represents an aesthetic defect of the work itself. This theory, called ethicism, has been criticized by Matthew Kieran, who argued that, on the contrary, in certain cases moral defects can increase the artistic value of artworks. In this essay I clarify…
Descriptors: Art Education, Ethics, Moral Values, Art
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Konecni, Vladimir J. – Journal of Aesthetic Education, 2012
Empirical psycho-aesthetics--an interdisciplinary field with a long tradition--is approached in this two-part article from two directions, in each case with several objectives. Part I, in this issue of "JAE", is devoted to the first direction, which is mainly definitional and organizational: the objectives are to present an outline of the field's…
Descriptors: Aesthetics, Experimental Psychology, Philosophy, Neurosciences
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Silcox, Mark – Journal of Aesthetic Education, 2012
The practice of make-believe has traditionally been viewed as valuable by psychologists and philosophers more or less exclusively as a mechanism for social initiation, a tool for everyday problem solving, or a method for children to learn about adult responsibilities. This instrumentalist approach has influenced the development of a wide variety…
Descriptors: Imagination, Fantasy, Games, Play
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