Art and Emotion

Philosophy ◽  
2018 ◽  
Author(s):  
Filippo Contesi

The study of the arts in philosophy has often concentrated on the role that emotions (and affective responses more generally) play in art’s creation and value. Philosophical theories of art have sometimes even defined art in terms of its capacity to elicit or express emotions. Philosophers have debated such questions as what it is to express an emotion in art; whether emotions form part of the value of an artwork; whether the emotions involved in art appreciation are of the same kind as those that we experience in real life, or of a different, even sui generis kind (i.e., aesthetic emotions); whether it is rational or appropriate to experience emotions in response to art; and what value, if any, there is in art that evokes unpleasant emotions. Although the focus here will be on what, to a first approximation, can be characterized as the “Western mainstream philosophical tradition,” discussion of the role of emotions in art can also be found in different approaches and traditions of thought: from Indian philosophy to cognitive science, to so-called Continental philosophy.

2000 ◽  
Vol 56 (4) ◽  
pp. 37
Author(s):  
A. T. Dimo ◽  
T. P. Phaswana

Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.


Author(s):  
Nalini Bhushan ◽  
Jay L. Garfield

This is an intellectual and cultural history of India during the period of British occupation. It demonstrates that this was a period of renaissance in India in which philosophy—both in the public sphere and in the Indian universities—played a central role in the emergence of a distinctively Indian modernity. This is also a history of Indian philosophy. It demonstrates how the development of a secular philosophical voice facilitated the construction of modern Indian society and the consolidation of the nationalist movement. We explore the complex role of the English language in philosophical and nationalist discourse, demonstrating both the anxieties that surrounded English, and the processes that normalized it as an Indian vernacular and academic language. We attend both to Hindu and Muslim philosophers, to public and academic intellectuals, to artists and art critics, and to national identity and nation-builidng. We also explore the complex interactions between Indian and European thought during this period, including the role of missionary teachers and study at foreign universities in the evolution of Indian philosophy. We show that this pattern of interaction, although often disparaged as “inauthentic” is continuous with the cosmopolitanism that has always characterized the intellectual life of India, and that the philosophy articulated during this period is a worthy continuation of the Indian philosophical tradition.


Author(s):  
Agata Lisiak

The uprisings and protest movements of 2011 (the so-called Arab Spring, "indignados," Occupy Wall Street, etc.) have been widely considered groundbreaking because of their leaderless structures. Owing to the absence of unequivocally leading figures, the symbolic and practical role of urban space has been emphasized in popular media and scholarship alike. Next to the widely circulated and discussed images of Tahrir Square, Puerta del Sol, and Zucotti Park, however, another type of image has been prevalent, that of a revolutionary woman. In response to W.J.T. Mitchell's article "Image, Space, Revolution: The Arts of Occupation" (2012), the author argues that the reasons for the focus of recent revolutionary imagery on women cannot be reduced to the allegedly feminine character of nonviolence, but are much more complex and entail far-reaching consequences. Lisiak engages with two images Mitchell quotes as iconic of the 2011 revolutions – the ballerina from the Occupy Wall Street poster and the "blue bra girl" beaten and disrobed by the military police in Tahrir Square – and discuss their cultural and historical significance. These two images represent two major tropes prevalent in revolutionary iconography: woman as a symbol of revolutionary ideals and woman as a symbol of the failure of revolution. Further, the author proposes that revolutionary images centered on women, both real-life and fictional, belong to what Ariella Azoulay calls the "language of revolution".


2021 ◽  
pp. 136216882110582
Author(s):  
Melina Porto ◽  
Irina Golubeva ◽  
Michael Byram

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitize students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an intercultural telecollaboration project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation albeit modest and piecemeal as part of a longer process. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US undergraduates explored how the theme of the Covid-19 crisis has been expressed artistically in their countries, and then communicated online, using English as their lingua franca, to design in mixed international groups artistic multimodal creations collaboratively to channel their suffering and trauma associated with the pandemic. This article analyses and evaluates the project. Data comprise the students’ artistic multimodal creations, their written statements describing their creations, and pre and post online surveys. Our findings indicate that students began a process of transformation of disturbing affective responses by creating artwork and engaging in therapeutic social and civic participation transnationally, sharing their artistic creations using social media. We highlight the powerful humanistic role of education involving artistic expression, movement, performativity, and community engagement in order to channel discomforting feelings productively at personal and social levels.


Author(s):  
Mark Mattes

Theological aesthetics is the theory or view of beauty in relation to God, including how the senses bear on or contribute to matters of faith. It has a long and important tradition in all forms of Christian faith, since this faith affirms that God is beautiful and therefore desirable. In both the Eastern and Western churches, views of beauty have appropriated criteria not only from the Bible but also from pre-Christian antiquity, borrowing from Pythagoras, Plato, Aristotle, Plotinus, and others. These views tend to see beauty in metaphysical terms, that is, that the core of reality is to be understood on the basis of not only being, truth, goodness, and unity (the “transcendentals,” defining the reality of all things) but also (with some exceptions) beauty. Interpreting the scriptures, Christian thinkers in late antiquity, such as Augustine, singled out proportion as a criterion for beauty, and the Pseudo-Dionysius singled out light. Thomas Aquinas adopted these two perspectives, rooted in the wider Greek philosophical tradition, and added integrity or perfection as a third criterion. Late medieval nominalists and mystics did not focus on theological aesthetics but the piety and spirituality of “bridal mysticism,” mediated through Bernard of Clairvaux, present in Luther’s training in the friary, facilitated these views for Luther. Luther appreciated aspects of this metaphysical tradition, such as the role of mathematics as indicating humanity’s eternal destiny or the cosmic role of proportion in musical intonation and rhythm. However, he was more powerfully influenced by other developments in the late Middle Ages, seen for instance in Jean Gerson, which heightened the affects over the intellect, intellectualizing beauty less and acknowledging how beauty moves and transforms people. He rejected that aspect of the tradition which was apt to view beauty as an end goal of an itinerary of spiritual transformation into more godlike traits, a “theology of glory.” For Luther, God is the primary actor in the story of human salvation, not the human. God’s work of humbling humans “turned in upon themselves” is anything but beautiful: it is painful, indeed deadly, for “old beings.” But God’s proper work of regenerating and renovating humanity, including awakening human senses to “innocent delight,” is most beautiful indeed. The justification of sinners before God is due to their being “adorned” in Christ’s beauty, his righteousness, empowering them to cooperate with God in God’s ongoing “poetic” creativity. As bearing human sin, Christ subverts the standard medieval criteria of proportion, brightness, and integrity. But because Christ assumes the consequences of sin and sin itself and takes it away, sinners through the “happy exchange” receive the beauty proper to Christ. Through the renewal effectuated by the word, humans receive creation as gift and are genuinely awakened to its beauty, similar to the beauty that God made it originally. As new creatures, believers’ desire is reoriented to desire what God desires. While it is not a central concept (he devotes no treatises or disputations to it), it colors how we understand his view of justification and his view of human receptivity and gratitude. It has important ramifications for worship, the arts, and life.


2002 ◽  
Vol 41 (05) ◽  
pp. 208-213 ◽  
Author(s):  
L. M. Haslinghuis-Bajan ◽  
L. Hooft ◽  
A. van Lingen ◽  
M. van Tulder ◽  
W. Devillé ◽  
...  

SummaryAim: While FDG full ring PET (FRPET) has been gradually accepted in oncology, the role of the cheaper gamma camera based alternatives (GCPET) is less clear. Since technology is evolving rapidly, “tracker trials” would be most helpful to provide a first approximation of the relative merits of these alternatives. As difference in scanner sensitivity is the key variable, head-to-head comparison with FRPET is an attractive study design. This systematic review summarises such studies. Methods: Nine studies were identified until July 1, 2000. Two observers assessed the methodological quality (Cochrane criteria), and extracted data. Results: The studies comprised a variety of tumours and indications. The reported GC- and FRPET agreement for detection of malignant lesions ranged from 55 to 100%, but with methodological limitations (blinding, standardisation, limited patient spectrum). Mean lesion diameter was 2.9 cm (SD 1.8), with only about 20% <1.5 cm. The 3 studies with the highest quality reported concordances of 74-79%, for the studied lesion spectrum. Contrast at GCPET was lower than that of FRPET, contrast and detection agreement were positively related. Logistic regression analysis suggested that pre-test indicators might be used to predict FRPET-GCPET concordance. Conclusion: In spite of methodological limitations, “first generation” GCPET devices detected sufficient FRPET positive lesions to allow prospective evaluation in clinical situations where the impact of FRPET is not confined to detection of small lesions (<1.5 cm). The efficiency of head-to-head comparative studies would benefit from application in a clinically relevant patient spectrum, with proper blinding and standardisation of acquisition procedures.


2018 ◽  
Vol 7 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Erin Sullivan ◽  
Marie Louise Herzfeld-Schild

This introduction surveys the rise of the history of emotions as a field and the role of the arts in such developments. Reflecting on the foundational role of the arts in the early emotion-oriented histories of Johan Huizinga and Jacob Burkhardt, as well as the concerns about methodological impressionism that have sometimes arisen in response to such studies, the introduction considers how intensive engagements with the arts can open up new insights into past emotions while still being historically and theoretically rigorous. Drawing on a wide range of emotionally charged art works from different times and places—including the novels of Carson McCullers and Harriet Beecher-Stowe, the private poetry of neo-Confucian Chinese civil servants, the photojournalism of twentieth-century war correspondents, and music from Igor Stravinsky to the Beatles—the introduction proposes five ways in which art in all its forms contributes to emotional life and consequently to emotional histories: first, by incubating deep emotional experiences that contribute to formations of identity; second, by acting as a place for the expression of private or deviant emotions; third, by functioning as a barometer of wider cultural and attitudinal change; fourth, by serving as an engine of momentous historical change; and fifth, by working as a tool for emotional connection across communities, both within specific time periods but also across them. The introduction finishes by outlining how the special issue's five articles and review section address each of these categories, while also illustrating new methodological possibilities for the field.


2020 ◽  
Vol 11 (1) ◽  
pp. 144-148
Author(s):  
Liuba Zlatkova ◽  

The report describes the steps for creating a musical tale by children in the art studios of „Art Workshop“, Shumen. These studios are led by students volunteers related to the arts from pedagogical department of Shumen University, and are realized in time for optional activities in the school where the child studies. The stages of creating a complete product with the help of different arts are traced – from the birth of the idea; the creation of a fairy tale plot by the children; the characterization of the fairy-tale characters; dressing them in movement, song and speech; creating sets and costumes and creating a finished product to present on stage. The role of parents as a link and a necessary helper for children and leaders is also considered, as well as the positive psychological effects that this cooperation creates.


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