4. The Ethical Criticism of the Prevailing System. From the Perspective of the Negativity of the Victims

2020 ◽  
pp. 215-290
Keyword(s):  
Author(s):  
Ted Nannicelli

Artistic Creation and Ethical Criticism advances a new, production-oriented approach to the ethical criticism of art. Its overarching arguments are these: (1) Judgments of an artwork’s ethical value are often made in terms of how it was created, and, furthermore, this is in part because some art forms more readily lend themselves to this form of ethical appraisal. (2) Among the ways in which art is ethically criticized, this production-oriented approach more often leads to practical consequences (censure, dismissal, prosecution, shifts in policy, legislation) because its claim to objectivity is less contested than that of other sorts of ethical criticism. (3) Together, (1) and (2) constitute an approach to the ethical criticism of art that is not only tacit in many art appreciative practices, but which is rationally warranted and defensible. In short, there are many cases in which one should ethically critique artworks in terms of how they are created because this approach encompasses cases that other approaches cannot and results in plausible judgments about the works’ ethical merits and flaws.


2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Laura D’Olimpio

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.


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