Book review: Philosophy and the city: classic to contemporary writings

Book Review: Philosophy and the City: Classic to Contemporary Writings Sharon M. Meagher (Ed.), 2007 Albany, NY: State University of New York Press 309 pp. US$75.50 hardback; US$24.95 paperback ISBN 978 0 7914 7308 5 paperback; 978 0 7914 7307 8 hardback

Colour Sensation and Empathy: Arthur Schopenhauer's Negative Philosophy and Colour Theory as the Basis of an Elemental Colour Architecture

Arthur Schopenhauer proposed a theory of colour as a consequence of his first hand knowledge of J.W. Goethe’s experiments with color phenomena. This colour theory can be used to explore an interesting proposition Schopenhauer made about architecture. For Schopenhauer, architecture is about feelings, not about functions or forms, its purpose as an art is to reveal the principles of primitive forces, specifically gravity and rigidity. For Schopenhauer, architecture expresses these forces in the poised equilibrium of massive structures built out of stone. Schopenhauer was inclined to believed that architecture had already achieved its most perfect expression in Greek temple architecture. However; he did offer one possibility for architectural research: this was the suggestion that architecture was also concerned with the expression of light. It seems never to have occurred to Schopenhauer to use his colour theory to speculate about light in architecture. This paper explores some of the implications of Schopenhauer’s theory of colour for his aesthetics of architecture?

Modernism and Magic: Experiments with Spiritualism, Philosophy and the Occult, paperback

The book explores the aesthetic and political implications of the relationship between magic and mimesis in the work of those early twentieth-century writers, artists and filmmakers who were most self-consciously experimental, including James Joyce, Ezra Pound, Dziga Vertov and Sergei Eisenstein.

Using Mobile Learning Games for Delivery Purposes in Humanities

Games and applications with gamified elements have been used in teaching and learning widely. Gamified applications attract the interest of students and teachers because they assist them to achieve their cognitive and pedagogical purposes. This paper describes a study that explores the use of a gamified learning application designed to introduce students at key stages 3 and 4 (ages 14-15) to ancient Greek Philosophy. The study involves 3 tests and 3 different groups of students and aimed to explore if the application improves students' knowledge and understanding and to compare different styles of subject delivering. This paper presents and discusses in details the results of the first test.