Phil 4304 Aesthetics and Creativity Dr. Naugle Defining Basic Issues
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Creativity in Nietzsche and Heidegger: the Relation of Art and Artist
Creativity in Nietzsche and Heidegger: The Relation of Art and Artist Justin Hauver Philosophy and German Mentor: Hans Sluga, Philosophy August 22, 2011 I began my research this summer with a simple goal in mind: I wanted to out- line the ways in which the thoughts of Friedrich Nietzsche and Martin Heidegger complement one another with respect to art. I had taken a few courses on each philosopher beforehand, so I had some inclination as to how their works might be brought into agreement. However, I almost immediately ran into difficulty. It turns out that Heidegger, who lived and thought two or three generations after Nietzsche, had actually lectured on the topic of Nietzsche's philosophy of art and had placed Nietzsche firmly in a long tradition characterized by its mis- understanding of art and of the work of art. This means that Heidegger himself did not agree with me|he did not see his thoughts on art as complementary with Nietzsche's. Rather, Heidegger saw his work as an improvement over the misguided aesthetic tradition. Fortunately for me, Heidegger was simply mistaken. At least, that's my thesis. Heidegger did not see his affinity with Nietzsche because he was misled by his own misinterpretation. Nevertheless, his thoughts on art balance nicely with those of Nietzsche. To support this claim, I will make three moves today. First, I will set up Heidegger's critique, which is really a challenge to the entire tradition that begins with Plato and runs its course up to Nietzsche. Next, I will turn to Heidegger's views on art to see how he overcomes the tradition and answers his own criticism of aesthetics. -
Retrieving Kant's Aesthetics for Art Theory After
8 Retrieving Kant’s Aesthetics for Art Theory After Greenberg Some Remarks on Arthur C. Danto and Thierry de Duve Diarmuid Costello The Fate of Aesthetics in Contemporary Art Theory In art theory since the early 1980s the discourse of aesthetics has been notable by its absence. Th is suggests that the majority of art theorists believe that the historical or conceptual limits of aesthetic theory have been breached by the internal development of art after modernism. But why would art theorists believe this? I n a n s w e r t o t h i s q u e s t i o n I s u g g e s t — I t a k e i t n o n c o n t r o v e r s i a l l y — t h a t the widespread marginalization of aesthetics in postmodern art theory may be attributed to the success of the art critic and theorist Clement Greenberg. In co- opting the discourse of (particularly Kantian) aesthetics to underwrite modernist theory, Greenberg mediated the art world’s sub- sequent rejection of both aesthetics in general and Immanuel Kant’s aes- thetics in par tic u lar. But one need only refl ect on the centrality for postmodern theory of anti- aesthetic fi gures like Marcel Duchamp or of movements (such as surrealism), marginalized in Greenberg’s account of “the best modern art,” to see that for all their antipathy to Greenberg, many postmodernist art theorists continue to operate with a broadly Greenbergian view of aesthetics—which is why, of course, they are forced to reject it. -
Outline of a Sociological Theory of Art Perception∗
From: Pierre Bordieu The Field of Cultural Production: Essays on Art and Literature ©1984, Columbia University Press Part III: The Pure Gaze: Essays on Art, Chapter 8 Outline of a Sociological Theory of Art Perception∗ PIERRE BOURDIEU 1 Any art perception involves a conscious or unconscious deciphering operation. 1.1 An act of deciphering unrecognized as such, immediate and adequate ‘comprehension’, is possible and effective only in the special case in which the cultural code which makes the act of deciphering possible is immediately and completely mastered by the observer (in the form of cultivated ability or inclination) and merges with the cultural code which has rendered the work perceived possible. Erwin Panofsky observes that in Rogier van der Weyden’s painting The Three Magi we immediately perceive the representation of an apparition’ that of a child in whom we recognize ‘the Infant Jesus’. How do we know that this is an apparition? The halo of golden rays surrounding the child would not in itself be sufficient proof, because it is also found in representations of the nativity in which the Infant Jesus is ‘real’. We come to this conclusion because the child is hovering in mid-air without visible support, and we do so although the representation would scarcely have been different had the child been sitting on a pillow (as in the case of the model which Rogier van der Weyden probably used). But one can think of hundreds of pictures in which human beings, animals or inanimate objects appear to be hovering in mid-air, contrary to the law of gravity, yet without giving the impression of being apparitions. -
4Creativity, Shared Meaning, and Relationships
Creativity, Shared Meaning, and Relationships By Carlina Rinaldi 4The search for meaning begins from the moment of birth, from the child’s first silent “why,” and continues all through life. It is a difficult search. Young children make enormous efforts to put together often-disconnected fragments of experience to make sense of things. They persevere with their search stub- bornly, tirelessly, making mistakes, and often on their own. But while engaged in this search, children ask us to share the search with them. We as teachers are asked by children to see them as scientists or philosophers searching to understand something, to draw out a meaning, to grasp a “piece of life,” and to respect this search as a quality central to all human beings. We are asked to be the child’s traveling companion in this search for meaning. We are also asked to respect the meanings that children produce, the explanatory theories they develop, and their attempts to find and give answers. When we honor children this way, the children reveal themselves to us: We come to know how they perceive, question, and inter- pret reality, and to understand their relationships with it. Concepts for Care • 2 1 I believe that teachers must communicate behaviors that teachers exhibit toward a willingness to assist children in their the child’s intention to search, the pro- search for meaning in life. Two of the cess of searching, and the conclusions a most important questions we have to ask child reaches either support or dampen ourselves as teachers are creativity. The teacher’s job is to engage in a “relational creativity” with the child “How can we aid young children • that both revels in the child’s creativity in their search for the meaning of and stimulates the teacher’s own creativ- things, and the meaning of ity to find ways to help the child observe, life itself?” analyze, interpret, and build theories. -
75 Quotes About Creativity and Innovation
75 Quotes about Creativity and Innovation 1. “There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” — Edward de Bono 2. “There is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost.” — Martha Graham 3. “Creativity is thinking up new things. Innovation is doing new things.” — Theodore Levitt 4. “A new idea is delicate. It can be killed by a sneer or a yawn; it can be stabbed to death by a quip and worried to death by a frown on the right man’s brow.” — Charles Brower 5. “When we engage in what we are naturally suited to do, our work takes on the quality of play and it is play that stimulates creativity.” – Linda Naiman 6. “The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you’ll discover will be wonderful. What you’ll discover is yourself.” — Alan Alda 7. “It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.” — Edward de Bono 8. “A painter told me that nobody could draw a tree without in some sort becoming a tree; or draw a child by studying the outlines of its form merely . -
Postgraduate Students' Perception of Creativity in the Research Process
c e p s Journal | Vol.1 | No1 | Year 2011 169 Postgraduate Students’ Perception of Creativity in the Research Process Mojca Juriševič1 • The purpose of the research was, with the aid of a short ques- tionnaire, to determine how postgraduate students (N = 32) perceive the opportunities for creative research in general, and how they perceive creativity in the preparation of their own re- search work in particular. Descriptive analysis shows that stu- dents (1) perceive a positive study-research climate that encour- ages creative processes (independence, motivation, intellectual challenges), (2) judge that researchers have numerous opportu- nities for creative work in the various phases of research and (3) evaluate themselves as highly creative individuals in everyday life. Students perceive themselves as being at their most creative in the definition of the research problem, which they mainly identify with the use of personal strategies (work experience) and take various lengths of time to form, typically up to one year. The most difficult problem in this regard is represented by giving meaning to the problem (breadth, depth, specificity, ap- plication). Amongst the perceived encouragement with which mentors motivate students for creative research the most fre- quent is less directive general guidance in study and research. On the basis of the presented findings, guidelines are suggested for the more effective encouragement of creative research in postgraduate students. Key words: Postgraduate study, Research, Research problem, Scientific -
Rethinking Plato's Theory of Art: Aesthetics and the Timaeus
Rethinking Plato’s Theory of Art: Aesthetics and the Timaeus Omid Tofighian Introduction The Timaeus presents a fascinating account of the cosmos. It includes a creation myth that introduces the figure known as the ‘Demiurge’, who, despite the fact that he is the cause of the sensible world, is reverently attributed with reason, and whose creation – the cosmos – is actually beautiful and good. In this dialogue Plato offers his readers a panorama of the universe. But just what are his intentions for this? Is his approach a precursor to the methods of natural science,1 or does the Timaeus fall under the category of theology? This paper will discuss Plato’s cosmological treatise and certain consequences that can be drawn, that is, how the methods used to analyse the origins and structure of the universe reveal a more existential attitude towards aesthetics. In the Timaeus Plato explores the complexities of mimesis and entertains the possibility that imitation could actually exhibit ideal qualities. These considerations have repercussions for the status of the material world in Plato’s cosmology, but they may also be extended to rethink his theory of art. I wish to analyse a number of salient themes in the Timaeus such as ontology, mythic symbols and the use of rhetoric. I will demonstrate how Plato’s view towards these themes in the Timaeus can be extrapolated to reassess his aesthetics. My critical analysis will provoke the question – ‘What evaluation of art would Plato have offered in accordance with the positions explicated in the Timaeus?’ Upon investigating a number of dialogues, searching specifically for references to art or representation, I realised that certain views I had thought to be exclusive to the Timaeus, or other late dialogues, also featured in works as early as the Ion. -
Neuroaesthetics of Art Vision: an Experimental Approach to the Sense of Beauty
Cl n l of i ica a l T rn r u ia o l s J ISSN: 2167-0870 Journal of Clinical Trials Research Article Neuroaesthetics of Art Vision: An Experimental Approach to the Sense of Beauty Maddalena Coccagna1, PietroAvanzini2, Mariagrazia Portera4, Giovanni Vecchiato2, Maddalena Fabbri Destro2, AlessandroVittorio Sironi3,9, Fabrizio Salvi8, Andrea Gatti5, Filippo Domenicali5, Raffaella Folgieri3,6, Annalisa Banzi3, Caselli Elisabetta1, Luca Lanzoni1, Volta Antonella1, Matteo Bisi1, Silvia Cesari1, Arianna Vivarelli1, Giorgio Balboni Pier1, Giuseppe Santangelo Camillo1, Giovanni Sassu7, Sante Mazzacane1* 1Department of CIAS Interdepartmental Research Center, University of Ferrara, Ferrara, Italy;2Department of CNR Neuroscience Institute, Parma, Italy;3Department of CESPEB Neuroaesthetics Laboratory, University Bicocca, Milan, Italy;4Department of Letters and Philosophy, University of Florence, Italy;5Department of Humanistic Studies, University of Ferrara, Ferrara, Italy;6Department of Philosophy Piero Martinetti, University La Statale, Milan, Italy;7Department of Musei Arte Antica, Ferrara, Italy;8Department of Neurological Sciences, Bellaria Hospital, Bologna, Italy;9Department of Centre of the history of Biomedical Thought, University Bicocca, Milan, Italy ABSTRACT Objective: NEVArt research aims to study the correlation between a set of neurophysiological/emotional reactions and the level of aesthetic appreciation of around 500 experimental subjects, during the observation of 18 different paintings from the XVI-XVIII century, in a real museum context. Methods: Several bio-signals have been recorded to evaluate the participants’ reactions during the observation of paintings. Among them: (a) neurovegetative, motor and emotional biosignals were recorded using wearable tools for EEG (electroencephalogram), ECG (electrocardiogram) and EDA (electrodermal activity); (b) gaze pattern during the observation of art works, while (c) data of the participants (age, gender, education, familiarity with art, etc.) and their explicit judgments about paintings have been obtained. -
Psychology of Aesthetics, Creativity, and the Arts
Psychology of Aesthetics, Creativity, and the Arts Ready, Set, Create: What Instructing People to “Be Creative” Reveals About the Meaning and Mechanisms of Divergent Thinking Emily C. Nusbaum, Paul J. Silvia, and Roger E. Beaty Online First Publication, May 5, 2014. http://dx.doi.org/10.1037/a0036549 CITATION Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2014, May 5). Ready, Set, Create: What Instructing People to “Be Creative” Reveals About the Meaning and Mechanisms of Divergent Thinking. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. http://dx.doi.org/10.1037/a0036549 Psychology of Aesthetics, Creativity, and the Arts © 2014 American Psychological Association 2014, Vol. 8, No. 2, 000 1931-3896/14/$12.00 DOI: 10.1037/a0036549 Ready, Set, Create: What Instructing People to “Be Creative” Reveals About the Meaning and Mechanisms of Divergent Thinking Emily C. Nusbaum, Paul J. Silvia, and Roger E. Beaty University of North Carolina at Greensboro The “be creative effect”—instructing people to “be creative” before a divergent thinking task makes the responses more creative—is one of the oldest findings in creativity science. The present research suggests that this seemingly simple effect has underappreciated implications for the assessment of divergent thinking and for theories of the executive and controlled nature of creative thought. An experiment measured fluid intelligence and gave 2 divergent thinking tasks: people completed one with “be creative” instructions and the other with “be fluent” (generate as many ideas as possible) instructions. The responses were scored for creativity (using subjective scoring) and for fluency (the total number of ideas). -
Second Nature in Kant's Theory of Artistic Creativity Adam Blazej University of Wisconsin-Milwaukee
University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations May 2013 Second Nature in Kant's Theory of Artistic Creativity Adam Blazej University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Philosophy Commons Recommended Citation Blazej, Adam, "Second Nature in Kant's Theory of Artistic Creativity" (2013). Theses and Dissertations. 79. https://dc.uwm.edu/etd/79 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. SECOND NATURE IN KANT’S THEORY OF ARTISTIC CREATIVITY by Adam Blazej A Thesis Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Arts In Philosophy at The University of Wisconsin-Milwaukee May 2013 ABSTRACT SECOND NATURE IN KANT’S THEORY OF ARTISTIC CREATIVITY by Adam Blazej The University of Wisconsin-Milwaukee, 2013 Under the Supervision of Professor William Bristow One of the central claims of John McDowell’s Mind and World is that, in reconciling an apparent opposition between the normative and the natural, philosophers should look to a notion of second nature: the idea that nature includes a species of animals (namely, human beings) who, through their socialization, transform themselves into rational beings capable of thinking about and acting in the world in response to reasons. McDowell argues that Kant lacks a notion of second nature and thereby fails to overcome the relevant problem of reconciliation. -
Creativity and Perception
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of 1989 Creativity and Perception John H. Flowers University of Nebraska-Lincoln, [email protected] Calvin P. Garbin University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Flowers, John H. and Garbin, Calvin P., "Creativity and Perception" (1989). Faculty Publications, Department of Psychology. 453. https://digitalcommons.unl.edu/psychfacpub/453 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published (as Chapter 8) in Handbook of Creativity, edited by John A. Glover, Royce R. Ronning, and Cecil R. Reynolds (New York & London: Plenum Press, 1989), pp. 147-162. Copyright © 1989 Plenum Press (Springer). Used by permission. Creativity and Perception John H. Flowers and Calvin P. Garbin Department of Psychology, University of Nebraska–Lincoln, Lincoln, NE 68588. Informal thought about the nature of mental oper- dealing with the topic of creativity, most of these refer- ations important to creative human behavior suggests ences refer to research related to specific theories about that perceptual processes are of considerable impor- individual differences in perceptual styles or process- tance. The ability to “see relationships among ele- ing modes, as opposed to broader contemporary is- ments” is an attribution commonly made toward au- sues of perceptual processing. Clearly, most research- thors of major scientific discoveries or of noteworthy ers in the field of perception have not touched upon artistic achievements. -
A Mathematician's Lament
A Mathematician’s Lament by Paul Lockhart musician wakes from a terrible nightmare. In his dream he finds himself in a society where A music education has been made mandatory. “We are helping our students become more competitive in an increasingly sound-filled world.” Educators, school systems, and the state are put in charge of this vital project. Studies are commissioned, committees are formed, and decisions are made— all without the advice or participation of a single working musician or composer. Since musicians are known to set down their ideas in the form of sheet music, these curious black dots and lines must constitute the “language of music.” It is imperative that students become fluent in this language if they are to attain any degree of musical competence; indeed, it would be ludicrous to expect a child to sing a song or play an instrument without having a thorough grounding in music notation and theory. Playing and listening to music, let alone composing an original piece, are considered very advanced topics and are generally put off until college, and more often graduate school. As for the primary and secondary schools, their mission is to train students to use this language— to jiggle symbols around according to a fixed set of rules: “Music class is where we take out our staff paper, our teacher puts some notes on the board, and we copy them or transpose them into a different key. We have to make sure to get the clefs and key signatures right, and our teacher is very picky about making sure we fill in our quarter-notes completely.