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Abstract: The first Greek tradition on education originated by Socrates and followed by his disciples Plato and Aristotle asserts that education aims to instigate critical rationality and virtues in individuals. The purpose of education is to cultivate virtues through learning and development. Similarly, the objective of moral education is to develop the moral agency. “Moral learning” is essential in the sense that it socializes a reader by virtues.1 David Carr agrees, emphasizing moral education and social morality and arguing that social morality is not completely based on objective theories. Moral education may follow conventions but should be grounded in values. It presupposes moral learning to inculcate positive moral ... Read More PubDate: 2022-05-05T00:00:00-05:00
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Abstract: New ways of seeing mean new ways of feeling: I do believe that painting can change the world.In visits to art galleries in Britain and elsewhere, it is not uncommon to encounter parties of (often primary) school children attending to a teacher’s or tour guide’s instruction on this or that classical, modern, or contemporary visual artwork. On the one hand, of course, given the relatively low profile of and exposure to visual and other fine arts in latter-day (British and probably other) school curricula (for better and/or worse educational, political, and economic reasons), one may well find this sight heartwarming. On the other hand, however, it may be less than clear what may be the educational purpose of ... Read More PubDate: 2022-05-05T00:00:00-05:00
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Abstract: This paper is written for students of art and for teachers who are working to introduce students to art. It is written as a practical answer to a practical question: how much time and attention should be directed toward a work of art that does not seem to be rewarding such an investment before deciding to give up and/or move on to an investment of time and attention in a different work of art'The answer—or rather, an answer—cannot be reductionist. Reductionist tests such as (in the case of film) “After fifteen minutes in a cinema where reward seems unlikely, walk out” are clearly unsatisfactory as there are many counterexamples and as this approach is likely to fail in the majority of “long-form” television series ... Read More PubDate: 2022-05-05T00:00:00-05:00
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Abstract: Mindreading is the ability to attribute mental states to others in order to understand their thoughts and predict their behavior. We mindread based on a subject’s observable behavior, verbal reports, facial expressions, body language, and even bodily reactions like perspiration, muscular tension, and so forth. Many people easily and continuously attribute emotions, beliefs, desires, and intentions to the people around us, and we often have little trouble attributing both mental state types (like sorrow) and content (like sorrow caused by the death of a loved one) based on facial expressions, bodily responses, and behaviors.Mindreading is commonplace in our daily lives. We also mindread fictional characters while ... Read More PubDate: 2022-05-05T00:00:00-05:00
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Abstract: Nietzsche’s inquiries into the nature of art, artists, and aesthetics emerge from the conviction that art has the redemptive power to transform life.1 This is why art and aesthetics has a crucial role to play in education because we all possess the creative power to cultivate the self as a piece of artwork. Indeed, this is a consistent theme found throughout his extensive corpus that finds mature expression in Twilight of the Idols. Here, Nietzsche makes it quite clear that the central task of education and educators is to provide young people with the necessary guidance so they learn to see, learn to think, learn to speak, and learn to write.2 As such, what is of interest in this essay relates to what Nietzsche ... Read More PubDate: 2022-05-05T00:00:00-05:00
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Abstract: Since its publication, Reimer’s A Philosophy of Music Education has stood as one of the dominating texts in music education’s turn toward the aesthetic.1 This book, which culminated a two-decade-long period of upheaval within the music education world,2 posited the intrinsic value of aesthetic experiences as a learning practice, while Reimer’s subsequent work (including an updated version of the original text) expanded on this central thesis.3 In Reimer’s words, this particular formation of aesthetic education “refers to (1) our understandings, assisted by the field of aesthetics, of what characterizes music as art and (2) our attempts to teach music in ways that are true to its artistic nature.”4 But rather than ... Read More PubDate: 2022-05-05T00:00:00-05:00
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