Artistic Creativity : Transforming Sorrow Into Beauty, Truth And
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Your Sadness, My Sorrow: Negative Emotion Concordance Within Married Couples in China 1. Introduction
Your Sadness, My Sorrow: Negative Emotion Concordance within Married Couples in China Wanru Xiong Office of Population Research Princeton University Abstract: This paper finds significant evidence for negative emotion concordance within married couples age 45 and above in China using CHARLS data. To understand the mechanism of such concordance and test the hypothesis of emotional contagion effect, I applied instrument variable method, structure equation model and fixed effect model in this dyadic relation context. The results confirm the effect of spouse’s negative emotion on the respondent’s and support the emotional contagion effect hypothesis. In general, wives tend to be more sensitive to the emotional condition of their husband. Keywords: dyadic relation; negative emotion; concordance; emotional contagion effect 1. Introduction “I will laugh with you and cry with you ... in sickness and in health, till death do us apart.” Couples mean it when they take their wedding vows. There is evidence of health concordance within married couples, which means couples’ health conditions, both physical and mental, tend to converge after marriage (Meyler, Stimpson and Peek, 2007). This phenomenon of health concordance within couples is drawing increasing research interests. Published findings of physical health concordance within couples include concordance in blood pressure (Beresford, 1976; Speers et al., 1986; Peek and Markides, 2003; Stimpson and Peek, 2005), chronic conditions (Cheraskin et al., 1968; Bookwala and Schulz, 1996; Ubeda, 1998; Stimpson and Peek, 2005) and obesity (Inoue et al., 1996; Knuiman et al., 1996). Among the growing number of papers on health concordance within couples, studies on depressive symptoms and distress are the most prevalent (Meyler, Stimpson and Peek, 2007). -
To Theo Van Gogh. Antwerp, on Or About Tuesday, 2 February 1886
To Theo van Gogh. Antwerp, on or about Tuesday, 2 February 1886. on or about Tuesday, 2 February 1886 Metadata Source status: Original manuscript Location: Amsterdam, Van Gogh Museum, inv. nos. b488 a-b V/1962 Date: Van Gogh writes that the painting course ended last week; this happened at the end of January 1886. He also thanks Theo for sending the regular allowance, which almost always arrived at the beginning of the week. We have therefore dated the letter on or about Tuesday, 2 February 1886. Additional: Original [1r:1] Waarde Theo, Dank voor Uw brief en het ingeslotene. Het is iets dat mij fameus veel pleizier doet, dat gij het plan van bij Cormon te gaan nu ook zelf voorstelt. 1 Laat mij U zeggen hoe t mij hier nog verder is gegaan. De schildercursus is verl. week geeindigd, 5 daar er voor het eind van den cursus nog 1 This earlier plan is mentioned in the previous letter, letter 556. Van Gogh knew that Breitner2 had studied with Cormon3 (see letter 465) and may also have heard about him at the academy in Antwerp. Cormon opened his studio at number 104 boulevard de Clichy in 1882. While he did receive his students there, corrections were also done in the studio in rue La Bruyre. The syllabus did not differ much from that of his predecessor Lon Bonnat4. Cormons was less rigidly structured, though, and it was above all this more liberal attitude that won him a favourable reputation among a younger generation of artists. Students drew (classical) plaster casts and from life, and Cormon demanded from his students an extremely accurate, lifelike drawing. -
To Theo Van Gogh, the Hague, on Or About Friday, 13 July 1883
To Theo van Gogh, The Hague, on or about Friday, 13 July 1883. on or about Friday, 13 July 1883 Metadata Source status: Original manuscript Location: Amsterdam, Van Gogh Museum, inv. nos. b323 V/1962 (sheet 1) and b1036 V/1962 (sheet 2) Date: Vincent asks Theo to send a little extra, because he is already broke as a result of spending money in order to be able to start painting in Scheveningen (l. 49 and ll. 82-85). That places this letter after letter 361 of on or about 11 July 1883, since there he wrote that he wanted to work in Scheveningen. It must also have been written before the coming Sunday, when he is expecting a photographer (l. 79; in letter 363 this photographer indeed turns out to have come). We therefore date the letter on or about Friday, 13 July 1883. Additional: Original [1r:1] Waarde Theo, Voor ik naar Schevening ga wou ik nog even een woordje met U praten. Ik heb t maar eens doorgezet met de Bock dat ik bij hem een pied terre krijg. Misschien zal ik nu & dan bij Blommers eens aangaan ook.1 En dan is mijn plan een tijd lang Schevening geheel & al als hoofdzaak te beschouwen, smorgens er heen te gaan en den dag te blijven, of anders als ik thuis moet zijn dat thuis zijn in t middaguur te stellen als t te warm is en dan savonds er weer heen. Dit zou me nieuwe idees geven vertrouw ik, en rust, niet door stilzitten maar door verandering van omgeving en bezigheid. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Photography As Metaphor and Material Object in Victorian Culture
"MIRROR WITH A MEMORY": PHOTOGRAPHY AS METAPHOR AND MATERIAL OBJECT IN VICTORIAN CULTURE Sarah Worman A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2017 Committee: Piya Pal-Lapinski, Advisor Kim Coates © 2017 Sarah Worman All Rights Reserved iii ABSTRACT Piya Pal-Lapinski, Advisor In the Victorian period, photography was associated with the ghosts of history, con artists in the streets of London, and cultural anxieties about the future of Victorian society. The Victorian practice of photographing ghosts, or spirit photography, showed how Victorians viewed the past, present, and future. By examining the cultural artifact of Georgiana Houghton’s Chronicles of the Photographs of Spiritual Beings (1882), it becomes clear how photography affected Victorian literature as well as Victorian culture. In the short stories, “Oke of Okehurst” (1886) and “A Wicked Voice” (1887), Vernon Lee compared Victorian produced art to art from history. For Lee, the fast paced and highly commercialized art, which was influenced by photography, was not as powerful as art with historical context. An earlier work, Thomas Hardy’s A Laodicean: A Story of To-Day (1881), also showed the connections between photography, history, and uncertainty. The characters try to use photography to try and preserve a crumbling medieval castle, but their attempts end in failure. While technology like telegraphs gives Paula a sense of power, the novel leaves her wishing she had a more stable connection to the past and the future. These examples of Victorian literature show that photography affected Victorian culture at a deeper level than previously thought. -
Beauty As a Transcendental in the Thought of Joseph Ratzinger
The University of Notre Dame Australia ResearchOnline@ND Theses 2015 Beauty as a transcendental in the thought of Joseph Ratzinger John Jang University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Philosophy Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Jang, J. (2015). Beauty as a transcendental in the thought of Joseph Ratzinger (Master of Philosophy (School of Philosophy and Theology)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/112 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. School of Philosophy and Theology Sydney Beauty as a Transcendental in the Thought of Joseph Ratzinger Submitted by John Jang A thesis in partial fulfilment of the requirements of the degree of Master of Philosophy Supervised by Dr. Renée Köhler-Ryan July 2015 © John Jang 2015 Table of Contents Abstract v Declaration of Authorship vi Acknowledgements vii Introduction 1 Structure 3 Method 5 PART I - Metaphysical Beauty 7 1.1.1 The Integration of Philosophy and Theology 8 1.1.2 Ratzinger’s Response 11 1.2.1 Transcendental Participation 14 1.2.2 Transcendental Convertibility 18 1.2.3 Analogy of Being 25 PART II - Reason and Experience 28 2. -
Herman Bavinck's Theological Aesthetics: a Synchronic And
TBR 2 (2011): 43–58 Herman Bavinck’s Theological Aesthetics: A Synchronic and Diachronic Analysis Robert S. Covolo PhD candidate, Fuller Theological Seminary In 1914 Herman Bavinck wrote an article for the Almanak of the Vrije Universiteit entitled, “Of Beauty and Aesthetics,” which has recently been translated and republished for the English-speaking world in Essays on Religion, Science, and Society.1 While this is not the only place where Bavinck treats the subject of beauty, this article stands out as a unique, extended glimpse into Bavinck’s theological aesthetics.2 In it we see that Bavinck was conversant with philosophical aesthetics and aware of the tensions of doing theological aesthetics from both a small “c” catholic and a distinctly Reformed perspective. There are many ways to assess Bavinck’s reflections on aesthetics. For example, one could look at the intimations in Bavinck’s works of the aesthetics formulations of later Dutch Reformed writers such as Rookmaker, Seerveld, or Wolterstorff.3 1. Herman Bavinck, “Of Beauty and Aesthetic” in Essays on Religion, Science and Society, ed. John Bolt, trans. Harry Boonstra and Gerrit Sheeres (Grand Rapids, MI: Eerdmans, 2008), 245–60. 2. See also Herman Bavinck, Reformed Dogmatics, vol. 2, God and Creation, ed. John Bolt, trans. John Vriend (Grand Rapids, MI: Baker, 2004), 252–55. 3. This in itself would prove to be a very interesting study. In one section of the essay Bavinck entertains an idea by a “Mister Berland” who maintains “the characterization of an anarchist situation in the arts.” See Bavinck, “Of Beauty and Aesthetics,” 252. -
Kant's Aesthetic Judgment of Taste, Yogācāra, and Open
THESIS BEAUTY AND OPENNESS: KANT’S AESTHETIC JUDGMENT OF TASTE, YOGĀCĀRA, AND OPEN PRESENCE MEDITATION Submitted by Kate Brelje Department of Philosophy In partial fulfillment of the requirements For the Degree of Master of Arts Colorado State University Fort Collins, Colorado Summer 2014 Master’s Committee: Advisor: Jane Kneller Co-Advisor: Matthew MacKenzie Kathleen Kiefer Copyright by Katherine Brelje 2014 All Rights Reserved ABSTRACT BEAUTY AND OPENNESS: KANT’S AESTHETIC JUDGMENT OF TASTE, YOGĀCĀRA, AND OPEN PRESENCE MEDITATION This paper provides a comparative analysis of Kant’s aesthetic judgment of taste and Open Presence meditation interpreted through a Yogācāra philosophical framework. I begin with an expository analysis of Kant’s cognitive and aesthetic judgments, highlighting the presence of attention, form of reflection, and structure of purposeless purposiveness in the judgment. Next, I address the Buddhist idealist Yogācāra philosophical tradition. Through this theoretical lens, I examine Open Presence meditation, with an emphasis on meditative non-dualism, attention, and meditative goals. In the final chapter, I tie together the groundwork laid in the first two chapters into a comparative analysis identifying points of compatibility and contention within the general areas of judgment, attention, purposeless purposiveness, and transformation. Finally, I suggest that, given the results of this analysis, Kant’s aesthetic judgment of taste might benefit from being construed as a type of meditation. ii ACKNOWLEDGEMENT I would like to thank my advisors, Dr. Jane Kneller and Dr. Matthew MacKenzie, for their support throughout the process of crafting this thesis. Their expertise, patience, and guidance were essential for bringing this project to fruition. -
Symbolism of Surface and Depth in Edvard
MARJA LAHELMA want life and its terrible depths, its bottomless abyss. to hold on to the ideal, and the other that is at the same Lure of the Abyss: – Stanisław Przybyszewski1 time ripping it apart. This article reflects on this more general issue through Symbolist artists sought unity in the Romantic spirit analysis and discussion of a specific work of art, the paint- Symbolism of Ibut at the same time they were often painfully aware of the ing Vision (1892) by Edvard Munch. This unconventional impossibility of attaining it by means of a material work of self-portrait represents a distorted human head floating in art. Their aesthetic thinking has typically been associated water. Peacefully gliding above it is a white swan – a motif Surface and with an idealistic perspective that separates existence into that is laden with symbolism alluding to the mysteries of two levels: the world of appearances and the truly existing life and death, beauty, grace, truth, divinity, and poetry. The Depth in Edvard realm that is either beyond the visible world or completely swan clearly embodies something that is pure and beautiful separated from it. The most important aim of Symbolist art as opposed to the hideousness of the disintegrating head. would then be to establish a direct contact with the immate- The head separated from the body may be seen as a refer- Munch’s Vision rial and immutable realm of the spirit. However, in addition ence to a dualistic vision of man, and an attempt to separate to this idealistic tendency, the culture of the fin-de-siècle the immaterial part, the soul or the spirit, from the material (1892) also contained a disintegrating penchant which found body. -
St. Vincent De Paul and the Homeless
WELCOMING THE STRANGER ST. VINCENT DE PAUL AND THE HOMELESS Robert Maloney, CM An earlier version of this article was published in Vincentiana 61, #2 (April-June 2017) 270-92. “There was no room for them in the inn.”1 Those stark words dampen the joy of Luke’s infancy narrative, which we read aloud every Christmas. No room for a young carpenter and his pregnant wife? Was it because they asked for help with a Galilean accent that identified them as strangers?2 Was there no room for the long-awaited child at whose birth angels proclaimed “good news of great joy that will be for all people”?3 No, there was no room. Their own people turned Mary and Joseph away. Their newborn child’s first bed was a feeding trough for animals. Matthew, in his infancy narrative, recounts another episode in the story of Jesus’ birth, where once again joy gives way to sorrow.4 He describes the death-threatening circumstances that drove Joseph and Mary from their homeland with Jesus. Reflecting on this account in Matthew’s gospel, Pius XII once stated, “The émigré Holy Family of Nazareth, fleeing into Egypt, is the archetype of every refugee family." 5 Quoting those words, Pope Francis has referred to the plight of the homeless and refugees again and again and has proclaimed their right to the “3 L’s”: land, labor and lodging.6 Today, in one way or another, 1.2 billion people share in the lot of Joseph, Mary and Jesus. Can the Vincentian Family have a significant impact on their lives? In this article, I propose to examine the theme in three steps: 1. -
Reverence for Life: an Ethic for High School Biology Curricula
WellBeing International WBI Studies Repository 1980 Reverence for Life: An Ethic for High School Biology Curricula George K. Russell Adelphi University Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_he Part of the Educational Methods Commons, Humane Education Commons, and the Science and Mathematics Education Commons Recommended Citation Russell, G.K. (1980). Reverence for life: An ethic for high school biology curricula. In H. McGiffin & N. Brownley (Eds.), Animals in education: Use of animals in high school biology classes and science fairs (pp. 27-34). Washington, DC: The Institute for the Study of Animal Problems. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. W.J. Dodd5-Learning from Animals action At the same time the reality of the serious nature of these genetic defects and Reverence for Life: An Ethic for the potential for severe illness or sudden death should be understood The student can then appreciate that the best we hope for is to make what life these animals have as High School Biology Curricula happy and meanangful as possible, while we learn from studying the natural course of their disease. The above discussion illustrates one of many specific examples where animals with inherited diseases analogous to those of man can provide a challengmg educa George K. Russell tional experience for the student. R eferences Abstract Bennett. W. and Ratnoff. O.D. (1973) Immunologic relationships of antihemophilic factor of different species detected by specific human and rabbit antibodies. -
Art Assignment #8
Art Assignment #8 Van Gogh Unit Van Gogh Reading/Reading Guide Due Friday, May 15, @4p Dear Art Class, Please read pages 39-61 of the van Gogh book and answer questions 79-139 of the reading guide. Please start this assignment right away. Try to pace yourself and answer at 15 questions per day. If you are part of Google Classroom turn in your google doc there. Please start a new Google Doc with questions and answers. Good luck! Hope everyone is doing well! Mr. Kohn VAN GOGH BOOK READING GUIDE QUESTIONS Pages 39-61 Vincent the Dog 1883-85 I am getting to be like a dog, I feel that the future will probably make me more ugly and rough, and I foresee that “a certain poverty” will be my fate, but, I shall be a painter. --Letter to Theo, December 1883 Vincent came home ready to give his parents another chance to do the right thing. If only his father would apologize for throwing him out of the house, they could all settle down to the important business of Vincent’s becoming an artist. Mr. van Gogh didn’t see it that way. He and Vincent’s mother welcomed their thirty-year-old problem child, but they were ambivalent at the prospect of having him back in the nest. After a few days Vincent wrote humorously yet bitterly to Theo, comparing himself to a stray dog. 39 Dear brother, I feel what Father and Mother think of me instinctively(I do not say intelligently). They feel the same dread of taking me in the house as they would about taking in a big rough dog.