scholarly journals When good art is bad: Educating the critical viewer

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Laura D’Olimpio
Keyword(s):  
Moral Education ◽  
Oscar Wilde ◽  
Aesthetic Education ◽  
The Other ◽  
Martha Nussbaum ◽  
Ethical Criticism ◽  
Aesthetic Value ◽  
Moral Sentiments ◽  
Educational Implications ◽  
Wayne Booth

There is a debate within philosophy of literature as to whether narrative artworks should be judged morally, for their ethical value, meaning and impact. On one side you have the aesthetes, defenders of aestheticism, who deny the ethical value of an artwork can be taken into consideration when judging the work’s overall aesthetic value. Richard Posner backs artists such as Oscar Wilde who famously wrote, ‘there is no such thing as a moral or an immoral book. Books are well written, or badly written. That is all’. On the other side of the debate are proponents of ethical criticism such as Martha Nussbaum, Wayne Booth, Noël Carroll and Mary Devereaux. This article examines the educational implications of each position and ultimately defends the importance of moral education alongside aesthetic education. Given artworks are powerful vehicles for moral sentiments and meaning, it is important that viewers are taught to engage critically with art’s ethical features as well as aesthetic features. In this way, educational concerns pose a challenge to the position of aestheticism.

Does Literature Matter Today? Thoughts of the Outside

CounterText ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 98-113
Author(s):  
Shaobo Xie
Keyword(s):  
Aesthetic Education ◽  
The Other ◽  
Human Values ◽  
Literary Texts ◽  
Lost Cause ◽  
Western Tradition ◽  
The World

The paper celebrates the publication of Ranjan Ghosh and J. Hillis Miller's Thinking Literature across Continents as a significant event in the age of neoliberalism. It argues that, in spite of the different premises and the resulting interpretative procedures respectively championed by the two co-authors, both of them anchor their readings of literary texts in a concept of literature that is diametrically opposed to neoliberal rationality, and both impassionedly safeguard human values and experiences that resist the technologisation and marketisation of the humanities and aesthetic education. While Ghosh's readings of literature offer lightning flashes of thought from the outside of the Western tradition, signalling a new culture of reading as well as a new manner of appreciation of the other, Miller dedicatedly speaks and thinks against the hegemony of neoliberal reason, opening our eyes to the kind of change our teaching or reading of literature can trigger in the world, and the role aesthetic education should and can play at a time when the humanities are considered ‘a lost cause’.

Shame and Honor: Aristotle’s Thumos as a Basic Desire

Apeiron ◽  
2018 ◽  
Vol 51 (1) ◽  
pp. 73-95
Author(s):  
Victor Saenz
Keyword(s):  
Moral Education ◽  
Social Value ◽  
The Other ◽  
Moral Exemplars ◽  
Virtuous Agent ◽  
Rational Desire ◽  
Key Features ◽  
Scholarly Attention ◽  
Rational Motivation

Abstract One of three basic types of desire, claims Aristotle, is thumos (‘spirit,’ ‘passion,’ ‘heart,’ ‘anger,’ ‘impulse’). The other two are epithumia (‘appetite’) and boulêsis (‘wish,’ ‘rational desire’). Yet, he never gives us an account of thumos; it has also received relatively little scholarly attention. I argue that thumos has two key features. First, it is able to cognize what I call ‘social value,’ the agent’s own perceived standing relative to others in a certain domain. In human animals, shame and honor are especially important manifestations of social value. Second, thumos provides non-rational motivation to pursue what affirms the agent’s social value and avoid what denies it. Interpretations that hold thumos just is anger, or that its object is the fine (kalon), I argue, are mistaken. My account also explains the role of thumos in moral education. In a virtuous agent thumos will be affectively attuned to the correct social rankings; it will take the practically wise, the lovers of the fine, or moral exemplars, as authorities.

A Concentrated Itinerancy

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 507-511
Author(s):  
Forest Pyle
Keyword(s):  
Aesthetic Education ◽  
The Other ◽  
Double Bind ◽  
Quarter Century ◽  
Gayatri Spivak ◽  
Theoretical Project

In the preface Joan Aesthetic education in the era of globalization, her Remarkable collection of field-defining essays written over a quarter century, Gayatri Spivak recounts how she retrospectively “discovered” an informing motif: the “distracted theory of the double bind.” She briefly notes that “distracted theory” is a “poor but accurate translation” of théorie distraite, the term Derrida used in the preface to Psyche: Inventions of the Other to characterize the relation between that collection of occasional essays and his ongoing theoretical project (ix).

scholarly journals The contstructivistic defence of the objectivity of moral standards and natural law that does not require the debate on moral realism

2017 ◽  
Vol 28 (3) ◽  
pp. 653-663
Author(s):  
Slavenko Sljukic
Keyword(s):  
Natural Law ◽  
Moral Realism ◽  
Categorical Imperative ◽  
Moral Relativism ◽  
The Other ◽  
Moral Sentiments ◽  
Theory Of Justice ◽  
Social Fact ◽  
Moral Standards ◽  
Theories Of Justice

The main goal of Kenneth R. Westphal?s How Hume and Kant Reconstruct Natural Law: Justifying Strict Objectivity without Debating Moral Realism is to defend the objectivity of moral standards and natural law and thus avoid the discussion about moral realism and its alternatives by interpreting Hume and Kant in a constructivistic sense. The reason behind the author?s disagreement with both: moral realism and non-realism (its alternative) is our inability to properly understand and answer one of the two parts in Socrates? question to Euthyphro: ?Is the pious loved by the gods because it is pious, or is it pious because it is loved?? Moral realists cannot provide an answer to its second part, since it is not possible to prove that moral standards are not artificial; conversely, moral non-realists cannot provide an answer to its first part, since it is not possible to avoid the relatitvity of moral standards. The author tends to solve this problem by avoiding the confrontation between moral realism and non-realism and thus choosing the constuctivistic stance that, as he argues, can be found in both Hume?s and Kant?s theories. The main point of this stance is that moral standards are indeed artificial, yet not arbitrary. He proves this by pointing out that both Hume and Kant treat the moral standards as a social fact (that is, artificial), but also as objective. Westphal points out that Hume explicitly writes about moral standards as a social fact, while showing that, at the same time, his theory of justice, which precedes all of the moral standards, is established independently of his theory of moral sentiments (potentially leading to moral relativism). In this manner, he provides the objectivity of those standards. On the other hand, Kant?s theory is interpreted as advanced, yet similar to Hume?s in its structure. The crucial similarity is that both Hume and Kant interpret the moral standards as a social fact (that is, as an artificial) and, at the same time, as the objective ones. Kant, unlike Hume, provides this objectivity by using a specific moral criterion - a categorical imperative. Those assumptions will be used as the main premises of a distinctively inspiring interpretation of Hume?s and Kant?s theories of justice.

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

scholarly journals The Necessity of Moral Principles in Moral Education

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EJ Udokang
Keyword(s):  
Moral Education ◽  
The Other ◽  
Analytic Method ◽  
Self Directed Learning ◽  
Proper Place ◽  
Moral Principles ◽  
Other Hand ◽  
Directed Learning ◽  
The One

Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.

scholarly journals DESAIN PEMBELAJARAN MEMVARIASI FABEL DENGAN MENGINTEGRASIKAN PENDIDIKAN ESTETIKA

Paramasastra ◽  
2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dyan Wahyuning Praharwati
Keyword(s):  
Local Area ◽  
Aesthetic Education ◽  
Creative Economy ◽  
Economic Activities ◽  
Aesthetic Value ◽  
Literary Works ◽  
Language And Literature ◽  
Language Content ◽  
Technical Rules ◽  
Structure Language

Curriculum is used as a foundation that contains technical rules. Curriculum used in the practice of education is currently 2013 curriculum. Language and literature Indonesia teaching should be implemented based on the national 2013 curriculum. In the 2013 curriculum KD 4.13 there are varying the fable/legend of the local area by changing the characters, setting, end of story, and serving on a secondary class VII. KD 4.13 learning especially for the text of the fable can be done by integrating the education of aesthetics. Aesthetic education strives to capture the beauty in works of literature. The aesthetics in literary works include aesthetics of language, aesthetic, cultural, aesthetic and transcendental. Integrating the education of aesthetics can be done by way of capturing such aesthetic forms in the works of literature. Aesthetics of literary works that captured can be used to perform variations against the fable. The activities of fables varying is done with structure, language, content, or genre varying. Fables varying learning can also be used to prepare the students to face the MEA. MEA is the current discourse concerning the renewal of the economic activities of the ASEAN community. Attempts to prepare the students to face the MEA can be done by way of a creative economy aiming by way of entering the field of publishing/printing as well as performances. Results of the study theory paper is focused on the discussion (1) fables varying learning, (2) the form of aesthetic value, (3) learning design of fables varying by aesthetic education integrated, and (4) the efforts of the creative economy was aiming for.

scholarly journals The problem of indoctrination, with a focus on moral education

2017 ◽  
Vol 7 (3-4) ◽  
pp. 187-198 ◽  
Author(s):  
Jan Hábl
Keyword(s):  
Moral Education ◽  
Traditional Approach ◽  
The Other ◽  
Other Hand ◽  
The Subject ◽  
Liberal Approach

AbstractIndoctrination is a large and important issue in (not only moral) education. It is considered to be one of the capital pedagogical faults. However, the question is, what does it mean to indoctrinate? Educators from the liberal camp of the educational spectrum have had the tendency to criticize the traditional approach as “indoctrinational.” On the other hand, proponents of the traditional approach object that if indoctrination were defined properly then even the liberal approach would not be immune. This raises two fundamental questions that will be the subject of this study: a) what exactly does it mean to indoctrinate? b) is education without indoctrination even possible?

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

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