Adam Smith and Albert Einstein: The Aesthetic Principle of Truth

1989 ◽  
Vol 11 (2) ◽  
pp. 222-237 ◽  
Author(s):  
Elias L. Khalil
Keyword(s):  
Adam Smith ◽  
Albert Einstein ◽  
Aesthetic Principle ◽  
The Aesthetic ◽  
Aesthetic Criterion

I argue for an aesthetic criterion of truth through the explication of the epistemologies of Adam Smith and Albert Einstein–the progenitors of modern economics and physics [cf. Skinner, 1979:ch. 2; Holton, 1968, 1979]. The aesthetic criterion supersedes objectivist and relativist epistemologies.

Teaching and Learning Theories for an Interdisciplinary Curriculum

2017 ◽  
pp. 28-48
Keyword(s):  
Teaching And Learning ◽  
Aesthetic Experience ◽  
Adam Smith ◽  
Learning Theories ◽  
Proximal Development ◽  
Nel Noddings ◽  
Multiple Intelligence Theory ◽  
Life Itself ◽  
Intelligence Theory ◽  
The Aesthetic

Historical and contemporary theorists have consistently influenced the philosophy of education. Theorists such as John Dewey, the forefather of progressive education, Lev Vygotsky, the creator of the zone of proximal development theory, Paulo Freire, the architect of a social justice-infused curricula, Sonia Nieto, the trailblazer in the multicultural movement, Nel Noddings, the groundbreaker of the care perspective, Emile Durkheim, the originator of sociology, Adam Smith, the spearhead of the economic theory, Howard Gardner, the mastermind of the multiple intelligence theory, and Maxine Greene, the visionary behind the aesthetic experience, have reasoned that a multidisciplinary approach to learning would allow students to recognize their learning potentials, and most importantly, offer students the knowledge and experience they need to connect to life itself.

The Aesthetic Principle

Art Journal ◽  
1966 ◽  
Vol 25 (4) ◽  
pp. 372-375
Author(s):  
Milton D. Heifetz
Keyword(s):  
Aesthetic Principle ◽  
The Aesthetic

scholarly journals Building Children's Character: Ethnographic Study of Maja Labo Dahu Culture at Bima Community

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 182-201
Author(s):  
Umar Umar ◽  
Hendra Hendra ◽  
Mohd Hilmy Baihaqy Yussof
Keyword(s):  
Qualitative Research ◽  
Cultural Values ◽  
Ethnographic Study ◽  
Unit Level ◽  
Cultural Character ◽  
Inhibiting Factors ◽  
Aesthetic Principle ◽  
The Aesthetic ◽  
Sociological Approaches ◽  
The Impact

The development of the impact globalization was the emergence of manners in shifting children's characters. Therefore the aesthetic principle of  Maja Labo Dahu was needed to become an instrument of development moral to build children's character. This study aimed to describe the concept of building children's character through Maja Labo Dahu, inhibiting factors, and reactualizing children’s character through Maja Labo Dahu at Bima community. This study used qualitative research with phenomenological and sociological approaches. The results showed that the exemplary aspect of parents, teachers and elite figures as the key for building children’s character. Needing implementation moral behavior through integration teaching religious and culture. The obstacle was lack of understanding of a child's culture values Maja Labo Dahu, lack of the characteristics of figures in the environment, and the absence of synergy by parents and school in establishing a children's understanding of Maja Labo Dahu. Reactualizing student’s characters involve: doing workshop and seminar to encourage strengthening of cultural character of Maja Labo Dahu and publishing Book of Muatan Lokal as literation materials in education unit level. Keywords: Maja Labo Dahu, Building Children’s Character, Strengthening of Cultural Values

scholarly journals El criterio artístico

2021 ◽  
Vol 18 ◽  
Author(s):  
Fernando Infante del Rosal
Keyword(s):  
Aesthetic Theory ◽  
Stanley Cavell ◽  
The Aesthetic ◽  
Aesthetic Criterion

La disciplina estética se ha interesado frecuentemente por el criterio estético –aquel por el que se discrimina o se determina qué es y qué no es el arte, o bien si algo es o no arte– pero raras veces se ha preguntado qué son y cómo operan los criterios artísticos, aquellos que están implicados en la creación o la crítica. Este artículo pretende ofrecer una caracterización de tales criterios a partir de su relación con la regla y con el juicio, elementos que remiten al pensamiento de Hume y de Kant respectivamente. Se presenta también una revisión de las ideas de autores como Stanley Cavell o Yves Michaud acerca del criterio. The aesthetic theory has often been interested in aesthetic criterion – that one that discriminates or determines what art is and what is not, or whether if something is art or not – but it has rarely asked what are the artistic criteria and how they operate (understanding by artistic criteria those that are involved in creation or criticism). This article aims to provide a characterization of such criteria starting from their relationship with standard and judgement, elements that refer to the thought of Hume and Kant respectively. A review of the ideas of authors such as Stanley Cavell or Yves Michaud about the criteria is also presented.

Tracing the Aesthetic Principle in Conrad's Novels (review)

Conradiana ◽  
2010 ◽  
Vol 42 (3) ◽  
pp. 90-94
Author(s):  
Nic Panagapolous
Keyword(s):  
Aesthetic Principle ◽  
The Aesthetic

Ethics and Education

2000 ◽  
Vol 7 (6) ◽  
pp. 473-480 ◽  
Author(s):  
Regner Birkelund
Keyword(s):  
Theoretical Model ◽  
Human Life ◽  
Ancient Greece ◽  
Nurse Education ◽  
Specific Reference ◽  
Ethical Aspect ◽  
Human Beings ◽  
Ancient Greek ◽  
Aesthetic Principle ◽  
The Aesthetic

In the debate concerning the education of nurses that is currently taking place in Denmark, two widely differing views are apparent regarding the best way of training nurses such that the ethical aspect of their work is adequately considered. The first of these is based on the premise that practical care is fundamental to and justified by theories on nursing, care and ethics, which is why the theoretical part of nurse education deserves a higher priority. The second view is based on the premise that social care cannot be taught by means of theories, but can be learnt only through practice. The master-apprentice principle of ancient Greece is stressed in connection with this as being a viable alternative to the theoretical model of education. These two very different views can be traced back to Plato’s and Aristotle’s ideas on ethics and teaching respectively; indeed, those engaged in the debate make specific reference to these philosophers. In Denmark, a third fundamental viewpoint exists, known as ‘ontological ethics’. Phenomenologist KE Løgstrup is one of the best-known representatives of this view. Basing the line of argument on Løgstrup’s ethics and the view of education associated with this, this article questions the relevance of ancient Greek thought to today’s world by illustrating a number of problems that are connected with the theoretical model of nurse education and with the master-apprentice principle. Løgstrup associates ethics with the aesthetic principle that ‘the useless is the most useful’ in human life and with the view we also see in Kierkegaard’s and NFS Grundtvig’s writings that ethics can be imparted only by indirect means. Løgstrup bases his understanding of ethics on the Judaeo-Christian concept of Genesis and the view that human beings were created with an ethical potential that is best nourished by aesthetic impressions.

Sign in / Sign up

Export Citation Format

Share Document