996 resultados para Poetic arts
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1877/04/20 (VOL1,N12).
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1877/01/20 (VOL1,N3).
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1877/06/01 (VOL1,N16).
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1877/09/20 (VOL2,N27).
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Philosophers have long disagreed about whether poetry, drama, and other literary arts are important to philosophy; and among those who believe that they are important, explanations of that importance have differed greatly. This paper aims to explain and illustrate some of the reasons why Hume found literature to be an important topic for philosophy and philosophers. Philosophy, he holds, can help to explain general and specific literary phenomena, to ground the science of criticism, and to suggest and justify ";principles of art,"; while at the same time literature can provide valuable ";experiments"; for philosophical theorizing and provide it with a model for the science of morals and (in some ways) for philosophy itself. Moreover, the literary arts can not only help one to write better philosophy, in Hume's view; they can also help one to write philosophy better.
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Visual art practice has generally been described as a lonely affair, thinking about what an artist has experienced in the outside world. This study is an inquiry into a visual art practice of another kind: the relational one. The research purpose is twofold. The first purpose is to shed light on a visual artist’s conceptions of art, education and scholarship. The second purpose is to by reasoning on imagination and a rhizomatic formation interpret the relations created between art, multimodality and literacy learning as an aesthetic approach to education. By inquiry into a specific collaborated long-term art practice, the study conveys how the meaning making elements of an arts based learning practice gradually transform an artist’s and a teacher’s concepts of art education to an aesthetic approach to education. In the art practice examined the typical Finnish rye bread and a poem have represented a cultural theme that has been elaborated through art conventions. The poem and the rye bread have in the art practice been articulated as cultural representations of as well as symbolic projections on the Swedishspeaking minority culture in Finland. The study connects art informed inquiry to a hermeneutic research rationale where the research reasoning is generated through a rhizomatic alliance between empiric data and theories. The reasoning is constructed as an interpretation pattern that expands throughout the study. The study arguments that the rhizome as an aesthetic formation can be appropriate to refer to when articulating arts based meaning making and when creating arts based educational strategies, dialogues, aesthetic learning and multimodal literacy in education. The study investigates an aesthetic approach to research in education, which means that the art practice surveyed is interpreted through articulation appropriate to poetic aspects of art, education and research.
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Variante(s) de titre : La Société nouvelle
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1897 (A1,T1,VOL1).
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1902/10 (A6,N45).
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1902/05 (A6,N47).
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1900/01 (A4,T1,VOL6)-1900/06.
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1900 (A4,T2,VOL7).
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1899 (A3,T2,VOL5).
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1901 (A5,T2,VOL8).
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1898 (A2,T1,VOL2).
