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Walter Pater's Aesthetic Historicism
Transfigured World · CAROLYN WILLIAMS · Transfigured World · WALTER PATER'S AESTHETIC HISTORICISM · Cornell University Press ITHACA AND LONDON Copyright © 1989 by Cornell University All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writing from the publisher. For information, address Cornell University Press, Sage House, 512 East State Street, Ithaca, New York 14850, or visit our website at www.cornellpress.cornell.edu. First published 1989 by Cornell University Press. First printing, Cornell Paperbacks, 2016. Library of Congress Cataloging-in-Publication Data Williams, Carolyn, 1950– Transfigured world: Walter Pater’s aesthetic historicism / Carolyn Williams p. cm. Includes index. ISBN 978-0-8014-2151-8 (cloth : alk. paper) ISBN 978-1-5017-0724-7 (pbk. : alk. paper) 1. Pater, Walter, 1839–1894—Aesthetics. 2. Pater, Walter, 1839–1894— Knowledge—History. 3. Historicism. I. Title. PR5138.A35W5 1989 824'.8—dc20 89-42883 The text of this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: https://creativecommons.org/licenses/by-nc-nd/4.0/ For Cecil Lang Contents Acknowledgments ix Abbreviations xi Introduction I Part One • Opening Conclusions II I. "That Which Is Without" 14 2. "The Inward World of Thought and Feeling" 18 3. Aestheticism 26 4. Answerable Style 37 5. Iiistoricism 46 6. Aesthetic Iiistoricism and "Aesthetic Poetry" 57 7. The Poetics of Revival 68 Part Two • Figural Strategies in Th e Renaissance 79 I. Legend and Iiistoricity 82 2. Myths of Iiistory: Th e Last Supper 94 3. The Iiistoricity of Myth 103 4. -
IV. Concerning the Relation of Mind and Medium in Aesthetic Appre- Ciation Little Need Be Said
MIND AND MEDIUM IN ARTf. (1V.j BY EDWARD BULLOUGH. I AGREE with Mr Walkley’s criticism of Mr Marriott’s proposal to base an aesthetic theory upon Medium and its technical manipulation. The attempt has been made more than once-the example of Semper has been mentioned by Mr Watt-and has always broken down in the face of objections such as are urged by Mr Walkley-in the last resort because Art is a manifestation of mind and cannot be satisfactorily accounted for by the nature and treatment of the material it employs. The second part of Mr Walkley’s paper rests upon the theory of Benedetto Croce. I am in doubt how far I agree or disagree with him. Croce’s aesthetic theory does not stand by itself, as is far too commonly supposed. It is part of a general philosophical, and in addition monistic, system and is exposed to all the difficulties created by such a depen- dence. I feel doubt about the fourfold division of the activities of the spirit; about the precise limits of the theoretical and practical activities; about the ultimate implications of his general point of view; as regards the aesthetic sphere in particular, about the nature of the ‘intuition’ and the essential ‘lyricism’ of Art, and their consequences. Indeed, I am inclined to agree with the objections recently urged by G. A. Borgese in the Preface to the new edition of his Storia della critica romantica in Italia2. I readily admit that Croce’s conception of intuition as the A contribution to the Symposium presented at the Congress of Philosophy in Oxford, 24-27 September, 1920. -
AH 302: the Idea of the Aesthetic Syllabus Course Description Texts
Fall 2020 AH 302: The Idea of the Aesthetic Syllabus The schedule of classes/readings is subject to change. Registered students should consult the syllabus on Google Classrooms, which will be kept updated. Instructor: Katalin Makkai Course times: Monday and Wednesday 15:45-17:15 Email: [email protected] Office hours: TBA Office: P98 004 Course description “Aesthetics” and “aesthetic” are terms that are often taken for granted inside as well as outside academic discourse. We speak of aesthetic experiences and judgments and qualities, and we employ “aesthetics” to designate the study of such matters. Although their root is taken from the Greek, the now-familiar terms (in their now-familiar usages) are, however, comparatively new. They are commonly regarded as having been introduced into the philosophical lexicon in the eighteenth century—a few hundred years ago. This course studies some of the texts that were key to the discovery, or perhaps the invention, of the “aesthetic”. What work was the idea meant to do? How did its evolution retain or reconfigure its original senses and purposes? Is the idea of the aesthetic problematic, ideological, or chimerical? Do we need an idea of the aesthetic to think about art? Texts All readings will be provided during the semester electronically and are to be brought to class as printouts. Electronic devices Students may not use any electronic devices (laptop, tablet, mobile phone) in the classroom, unless an accommodation letter has been issued. Requirements ACADEMIC INTEGRITY Bard College Berlin maintains the staunchest regard for academic integrity and expects good academic practice from students in their studies. -
Heidegger, Being and Time
Heidegger's Being and Time 1 Karsten Harries Heidegger's Being and Time Seminar Notes Spring Semester 2014 Yale University Heidegger's Being and Time 2 Copyright Karsten Harries [email protected] Heidegger's Being and Time 3 Contents 1. Introduction 4 2. Ontology and Fundamental Ontology 16 3. Methodological Considerations 30 4. Being-in-the-World 43 5. The World 55 6. Who am I? 69 7. Understanding, Interpretation, Language 82 8. Care and Truth 96 9. The Entirety of Dasein 113 10. Conscience, Guilt, Resolve 128 11. Time and Subjectivity 145 12. History and the Hero 158 13. Conclusion 169 Heidegger's Being and Time 4 1. Introduction 1 In this seminar I shall be concerned with Heidegger's Being and Time. I shall refer to other works by Heidegger, but the discussion will center on Being and Time. In reading the book, some of you, especially those with a reading knowledge of German, may find the lectures of the twenties helpful, which have appeared now as volumes of the Gesamtausgabe. Many of these have by now been translated. I am thinking especially of GA 17 Einführung in die phänomenologische Forschung (1923/24); Introduction to Phenomenological Research, trans. Daniel O. Dahlstrom (Bloomington, Indiana University Press, 2005) GA 20 Prolegomena zur Geschichte des Zeitbegriffs (1925); History of the Concept of Time, trans. Theodore Kisiel (Bloomington, Indiana University Press, 1985) GA 21 Logik. Die Frage nach der Wahrheit (1925/26). Logic: The Question of Truth, trans. Thomas Sheehan GA 24 Die Grundprobleme der Phänomenologie (1927); The Basic Problems of Phenomenology, trans. -
The Ethical Significance of the Aesthetic Experience of Non-Representational Art Taylor Rogers Oberlin College
The Ethical Significance of the Aesthetic Experience of Non-Representational Art Taylor Rogers Oberlin College May, 2011 I. Introduction II. Key Terms III. Key Features of Aesthetic Experience: Attention & Distraction IV. Delicacy & Distance V. The Ethical Significance of Perceptual Delicacy VI. Ethico-Aesthetic Properties VII. Delicacy and Representational Art VIII. Conclusion Bibliography 1 I. Introduction This paper‟s aim is to give an account of the distinctive ethical significance of the aesthetic experience of non-representational art. I hope to demonstrate how perceptual skills necessary for such engagement prove to be ethical as well as aesthetic skills. First, I will offer some background on the nature of aesthetic experience, before adopting Noël Carroll‟s content- oriented account for my own investigation. After clarifying my use of “aesthetic experience,” I explain my focus on non-representational art, illustrating the way in which it more accessibly fosters pure aesthetic experience, as opposed to art that is representational. By employing the terms „non-representational‟ and „representational,‟ I will be referring to paradigm cases of each sort of art as a way of circumventing the need for an account of when and how art represents. Mitchell Green in “Empathy, Expression and What Artworks Have to Teach” asserts, “Some forms of engagement with works of art…either convey or activate a skill1.” In light of this assertion, I analyze how one‟s aesthetic engagement with non-representational art distinctly cultivates the skill of sensitive perception, or, „delicacy,‟ which allows one to perceive all of the aesthetically relevant features present in a work of art, no matter how subtle. -
Philosophy 585: Emotions in the Arts Spring 2009 Professors Paul Guyer and Elisabeth Camp
Philosophy 585: Emotions in the Arts Spring 2009 Professors Paul Guyer and Elisabeth Camp Contact Information Paul Guyer Office: 421 Cohen Hall Office Hours: Thursdays 2-4 and by appointment Email: [email protected] Elisabeth Camp Office: 426 Cohen Hall Office Hours: Thursdays 1:30 to 3 and by appointment Email: [email protected] Course Description This course will investigate historical and contemporary philosophical views on the role of the emotions in the arts. Do we have genuine emotional responses to works of art – to fiction? paintings? music? If so, what are the conditions under which we do and don't have such emotional responses? When are such responses appropriate? In particular, does an appropriate aesthetic attitude require emotional distance from the object of the artwork? Is it inappropriate to respond emotionally to morally depraved artworks? How do formal devices induce, constrain, and otherwise alter our emotional responses to art? Readings will be drawn from philosophers including Jean-Baptiste Du Bos, David Hume, Edmund Burke, Moses Mendelssohn, Henry Home Lord Kames, Arthur Schopenhauer, Edward Bullough, R.G. Collingwood, Tamar Szabo Gendler, Richard Moran, Kendall Walton, and others. Course Requirements Everyone registered for the course will be expected to lead discussion for one meeting; auditors are strongly encouraged to do so as well. We hope you can do this in pairs. Your main task is to bring out the philosophical issues in play, and specifically to locate the readings in relation to each other; raising questions for discussion is much more important than summarizing. You should also prepare a handout, no more than 2 pages long, which can easily be reviewed in class, to help coordinate the discussion. -
Accepts That the Traditional Definition of Abstrac- Tion Does Apply to Some
9781405169226_4_00A.qxd 12/8/08 7:50 PM Page 107 A abstraction Artworks are abstract, we might accepts that the traditional definition of abstrac- think, when they do not represent: abstraction tion does apply to some paintings. The prob- is simply the absence of representation. After all, lem is that it does not apply to most of those we there is a natural contrast between abstract think of as abstract. and representational painting; and music, at We can flesh out the second difficulty by least in its “absolute” (i.e., abstract) form, does considering either abstract painting or music. not clearly represent at all. Absolute music, It is hardly plausible that these never make like abstract painting, expresses feelings and any reference to things beyond themselves. perhaps thoughts, but, we suppose, expression The idea that they express emotions and ideas and representation are different. is intended to concede as much, without rein- However, there are two difficulties with tak- troducing representation. But is it clear that ing this to capture the nature of abstraction. expression is not simply another form of repre- First, on closer inspection it excludes art that sentation? Of course, it differs from some kinds intuitively counts as abstract; and second, the of representing – from the depiction that con- definition is only as clear as the rather murky cerns Wollheim, for instance, or from describing notion of representation itself. things in language. But the notion of represen- To illustrate the first difficulty, consider tation is both highly general and resists easy Richard Wollheim’s argument (1987: ch. -
The Philosophy of Art : an Introduction Pdf, Epub, Ebook
THE PHILOSOPHY OF ART : AN INTRODUCTION PDF, EPUB, EBOOK Theodore Gracyk | 284 pages | 20 Dec 2011 | Polity Press | 9780745649160 | English | Oxford, United Kingdom The Philosophy of Art : An Introduction PDF Book It makes centralized list management across all your devices simple. Many great works of painting and sculpture , for example, were created to glorify a deity and not, insofar as can be ascertained , for an aesthetic purpose to be enjoyed simply in the contemplation of them for their own sake. In the seventies and the eighties two excellent readers saw the light: George Dickie and Richard J. Do we have free will? This will help you develop your critical reasoning and argumentative skills more generally. This process still continues today. Google Scholar. If you acquire expensive pieces, insure them against theft and disasters. Download pdf. Give Feedback External Websites. It takes time to curate the perfect collection for your interests, tastes and passions. What Happened to Aesthetics? For the purposes of further, more advanced introductory reading, I have confined suggestions to two books that have appeared since the first edition was published the Routledge Companion to Aesthetics and the Oxford Handbook of Aesthetics, both of which are accessible, comprehensive and authoritative. Martin's Press, Originally published Not surprisingly, every new movement is accompanied by a theoretical discourse to justify its premises. Inhalt Introduction. Over that long period a number of important answers have been developed and explored, and the purpose of this book is to introduce newcomers to the field of aesthetics and art theory to both the problems and their resolution. -
Psychical Distance As a Factor in Art and An
VOLUMEV JUNE, 1912 PART2 ‘PSYCHICAL DISTANCE ’ AS A FACTOR IN ART AND AN AESTHETIC PRINCIPLE, BY EDWARD BULLOUCH. I. 1. Meaning of the term ‘ Distance.’ 2. Distance as a factor in Art. 3. Diutunce as an aesthetic principle. 11. 1. Distance describes a personal relation. 2. The antinomy of Distance. 3. The variability of Distance. 4. Distance as the psychological formulation of the anti- realism of Art : naturalistic ard idealistic Art. 5. Distance UB applied to the antithesis ‘ sensual’ and ‘ spiritual.’ 6. Distance as applied to the antithesis individualistic’ and ‘ t9pical.’ 111. Distance as an aesthetic principle : 1. as a criterion between the agreeable adthe beautiful. 2. as a phase of artistic production : falsity of the theory of ‘self-expression of the artist.’ [3. Distance and some recent aesthetic theorbs.] 4. Distance as a fbndamentd principle of the ‘aesthetic cmciousness.’ I. 1. THE conception of ‘ Distance ’ suggests, in connexion with Art, certain trains of thought hy no means devoid of interest or of specu- lative importance. Perhaps the most obvious suggestion is that of actual spatial distance, i.e. the distance of a work of Art from the spectator, or that of represented spatial distance, i.e. the distance repre- sented within the work. Less obvious, more metaphorical, is the J. of Psych. v 7 88 Psychical Distance meaning of temporal distance. The first was noticed already by Aristotle in his Poetics; the second has played a great part in the history of painting in the form of perspective; the distinction between these two kinds of distance assumes special importance theoretically in the differentiation between sculpture in the round, and relief-sculpture. -
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A Thesis Submitted for the Degree of PhD at the University of Warwick Permanent WRAP URL: http://wrap.warwick.ac.uk/136077 Copyright and reuse: This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications The Myth o f Psychical Distance in Aesthetic Experience Jacqueline H.M. Bazin Submitted for the Degree of Ph.D. University of Warwick Department of Philosophy October 1997 TABLE OF CONTENTS Acknowledgements 1 Summary 2 PART ONE The Concept of ‘Distance’ in Aesthetic Experience Chapter I Introduction to the Concept of ‘Aesthetic Experience’ 3 Chapter II An Account of Psychical Distance in Aesthetic Experience 9 Introduction 9 Edward BULLOUGH’s theory of ‘Psychical Distance’ 10 Conclusion 35 PART TWO An Investigation into Modes of Aesthetic Experience Chapter III The Aesthetic Experience of Natural Beauty 40 Chapter IV A Comparative Analysis of Craftsmanship and Art 58 Chapter V Genius in Creative Art 71 PART THREE Art and Symbolic Expression Chapter VI 80 1. The Concept of ‘Expression’ in Art 80 2. LANGER’s Theory of Symbolic Art 94 Introduction 94 Symbolic Agency in Art 101 Implementation of Symbolic Agency in Art 108 Representational Symbolism in Literature 117 A View of ‘Psychical Distance’ in Aesthetic Experience -
19Chronology of Works in Aesthetics and Philosophy Of
Chronology of 19 Works in Aesthetics and Philosophy of Art Darren Hudson Hick Notes on Selection This chronology, as with this Companion as a whole, focuses on those works that contribute to the Western tradition of aesthetics, and, beginning in the twentieth century, in the analytic current of thought within that tradition (as opposed to the Continental one). As with the history of Western philosophy in general, the study of philosophical problems in art and beauty dates back to the ancient period, and is infl uenced by the major philosophical and cultural move- ments through the centuries. Much of what survives from the ancient to the post-Hellenistic period does so in fragments or references. In cases where only fragments or references exist, and where dating these is especially problematic, the author or attributed author and (where available) his dates of birth and death are listed. Where works have not survived even as fragments, these are not listed. As well, much of what sur- vives up to the medieval period is diffi cult to date, and is at times of disputable attribution. In these cases, whatever information is available is listed. Aesthetics in the period between the ancients and the medievals tends to be dominated by adherence to Platonic, Aristotelian, and other theories rooted in the ancient period, and as such tends to be generally lacking in substantive the- oretical advancements. And while still heavily infl uenced by ancient thinking, works from the medieval period tend also to be heavily infl uenced by religious thinking, and so many issues pertaining to art and aesthetics are intertwined with issues of religion as “theological aesthetics.” Movements in art theory and aes- thetics in the Renaissance, meanwhile, were largely advanced by working artists, and so tend to be couched in observational or pedagogical approaches, rather than strictly theoretical ones. -
Running out of Space? Architecture and the Need for a Post-Copernican Geocentrism" February 23, 2017, Yale University
Geocentrism 1 "Running out of Space? Architecture and The Need for a Post-Copernican Geocentrism" February 23, 2017, Yale University 1 For many years I taught a course called The Philosophy of Architecture. That I taught this course at all was the result of conversations with Kent Bloomer, who suggested, many years ago, that the undergraduate major could use such a course. Before then I had been teaching a course called The Philosophy of Modern Art. The Meaning of Modern Art, published in 1968, was the result of that course. That book was quite successful. After all these years it is still in print. But with its appearance I lost some of my interest in that course, and so I was quite ready to respond to Kent Bloomer’s invitation, especially so since my interest in architecture goes back to my childhood. That course, too, finally resulted in a Book, The Ethical Function of Architecture. It, too, has been successful. It was just honored with a second Festschrift. But, again, with the appearance of the book I lost some of my interest in the course, although I did teach it for one last time in the fall. But I have kept thinking and lecturing about architecture. Not that I have changed my position in any fundamental way. But circumstances have changed; the world has changed. More especially, the way we relate to space has changed and continues to change. Our understanding of space has changed; and since architecture may be understood as the art of bounding space that suggests that our understanding of architecture, too, will have changed.