ESTHETICS TOWARDS FEMINISM

2019 ◽  
Vol 25 (25) ◽  
pp. 40-66
Author(s):  
Grzegorz Dziamski
Keyword(s):  
Virginia Woolf ◽  
Point Of View ◽  
Feminist Art ◽  
Women's Art ◽  
The Enlightenment ◽  
Starting Point ◽  
Judy Chicago ◽  
The Difference ◽  
In The Beginning ◽  
Feminist Aesthetics

When we talk today about women’s art, we think about three phemonena, quite loosely related. We think about feminist art, about the way that the feminist’s statements and demands were expressed in the creativity of Judy Chicago and Nancy Spero, Carolee Scheemann and Valie Export, Miriam Schapiro and Mary Kelly, and in Poland in the creativity of Maria Pinińska-Bereś, Natalia LL or Ewa Partum. We think about female art, the forgotten, abandoned, neglected artists brought back to memory by the feminists with thousands of exhibitions and reinterpretations. Lastly, we think about the art created by women – women’s art. However, we do not know and will never know, whether the latter two phenomena would develop without the feminist movement. What is more, it is about the first wave of feminism called “the equality feminism”, as well as the dominating in the second wave – “the difference feminism”. The feminist art was in the beginning a critique of the patriarchal world of art. In a sense it remains as such (see: the Guerilla Girls), yet today we are more interested in the feminist deconstruction of thinking about art, and thus the question arises: should feminism create its own aesthetics – the feminist aesthetics, or should it develop the gender aesthetics, and as a result introduce the gender point of view to thinking about art? In this moment the androgynous feminism regains its importance, one represented by Virginia Woolf, and referring – in the theoretical layer – to Freud as read by Lucy Irigaray. Freudism, which the feminists became aware of in the 1970s, is the only philosophical movement, which assumes a dual subject, that is, in the starting point assumes the existence of two subjects – man and woman, even if the woman is defined in a purely negative way, by the deficit, as a “not a man”. Freudism replaces the Cartesian thinking subject (consciousness) by the corporeal and sexual being, and forces us to re-think the Enlightenment beginnings of the European aesthetics.

Estetyka wobec feminizmu

2019 ◽  
Vol 25 (25) ◽  
pp. 40-66
Author(s):  
Grzegorz Dziamski
Keyword(s):  
Virginia Woolf ◽  
Point Of View ◽  
Feminist Art ◽  
Women's Art ◽  
The Enlightenment ◽  
Starting Point ◽  
Judy Chicago ◽  
The Difference ◽  
In The Beginning ◽  
Feminist Aesthetics

When we talk today about women’s art, we think about three phemonena, quite loosely related. We think about feminist art, about the way that the feminist’s statements and demands were expressed in the creativity of Judy Chicago and Nancy Spero, Carolee Scheemann and Valie Export, Miriam Schapiro and Mary Kelly, and in Poland in the creativity of Maria Pinińska-Bereś, Natalia LL or Ewa Partum. We think about female art, the forgotten, abandoned, neglected artists brought back to memory by the feminists with thousands of exhibitions and reinterpretations. Lastly, we think about the art created by women – women’s art. However, we do not know and will never know, whether the latter two phenomena would develop without the feminist movement. What is more, it is about the first wave of feminism called “the equality feminism”, as well as the dominating in the second wave – “the difference feminism”. The feminist art was in the beginning a critique of the patriarchal world of art. In a sense it remains as such (see: the Guerilla Girls), yet today we are more interested in the feminist deconstruction of thinking about art, and thus the question arises: should feminism create its own aesthetics – the feminist aesthetics, or should it develop the gender aesthetics, and as a result introduce the gender point of view to thinking about art? In this moment the androgynous feminism regains its importance, one represented by Virginia Woolf, and referring – in the theoretical layer – to Freud as read by Lucy Irigaray. Freudism, which the feminists became aware of in the 1970s, is the only philosophical movement, which assumes a dual subject, that is, in the starting point assumes the existence of two subjects – man and woman, even if the woman is defined in a purely negative way, by the deficit, as a “not a man”. Freudism replaces the Cartesian thinking subject (consciousness) by the corporeal and sexual being, and forces us to re-think the Enlightenment beginnings of the European aesthetics.

scholarly journals Orthographies in Grammar Books – Rationalism and Enlightenment

2018 ◽  
Author(s):  
Tomislav Stojanov
Keyword(s):  
18Th Century ◽  
Point Of View ◽  
Strong Connection ◽  
European Languages ◽  
The Enlightenment ◽  
Starting Point

This work describes the orthographic content in grammars of European languages in the 17th and the 18th century. Reviewed were 17 grammars for 7 languages in Rationalism, 15 grammars for 11 languages in the Enlightenment, and 12 Latin orthographies. As for orthographic entities in the broader sense (orthography as a way to write down speech), our starting point were orthographic grapheme units which are contrasted to meaning (i.e. orthographic entities in the narrower sense, e.g. punctuation). Contrary to the traditional description which focused on spelling, this work observes the beginnings of orthographic content in grammars and its development into an autonomous language phenomenon and norm. The strong connection between orthography and grammar is described and it is established that, from the diachronic point of view, orthography cannot be integrally reviewed without studying the grammatical teachings.

The Scope of International Relations

1948 ◽  
Vol 1 (1) ◽  
pp. 142-146 ◽  
Author(s):  
Frederick S. Dunn
Keyword(s):  
International Relations ◽  
Ambiguous Word ◽  
Point Of View ◽  
Striking Similarity ◽  
Real Property ◽  
Starting Point ◽  
Vested Interests ◽  
Critical Scrutiny ◽  
The Moment ◽  
In The Beginning

Four able and penetrating writers have recently given us their considered views on the nature and scope of international relations as a branch of higher learning.* While each of them starts from a somewhat different intellectual viewpoint, they display a striking similarity of conception of the general place of international relations (hereafter referred to as IR) in the spectrum of human knowledge. I propose here, not to subject these writings to critical scrutiny, but to use them as a starting point for a brief inspection of the scope of international relations as it now seems to be taking form in the work of the leading scholars in the field.It is necessary to note in the beginning that “scope” is a dangerously ambiguous word. It suggests that the subject matter under inquiry has clearly discernible limits, and that all one has to do in defining its scope is to trace out these boundaries in much the manner of a surveyor marking out the bounds of a piece of real property. Actually, it is nothing of the sort. A field of knowledge does not possess a fixed extension in space but is a constantly changing focus of data and methods that happen at the moment to be useful in answering an identifiable set of questions. It presents at any given time different aspects to different observers, depending on their point of view and purpose. The boundaries that supposedly divide one field of knowledge from another are not fixed walls between separate cells of truth but are convenient devices for arranging known facts and methods in manageable segments for instruction and practice. But the foci of interest are constantly shifting and these divisions tend to change with them, although more slowly because mental habits alter slowly and the vested interests of the intellectual world are as resistant to change as those of the social world.

scholarly journals Skolen for livet. Anmeldelse af K. E. Bugges disputats.

1965 ◽  
Vol 18 (1) ◽  
pp. 90-111
Author(s):  
A. Pontoppidan Thyssen
Keyword(s):  
Spiritual Development ◽  
Educational Theory ◽  
Point Of View ◽  
Necessary Condition ◽  
Special Importance ◽  
The Enlightenment ◽  
School Teaching ◽  
Folk High School ◽  
The Difference ◽  
Sound Foundation

The School for Life By A. Pontoppidan Thyssen. The present treatise is a critical contribution to the debate on a thesis which was defended by K. E. Bugge, June 8, 1965, at the University of Copenhagen. This thesis deals with Grundtvig’s views on education and falls into three main parts. The first part purports to show how, chiefly under the influence of Romantic ideas, Grundtvig’s earliest development led him to an idealistic type of educational theory which made the development of personality the aim of any kind of education. The second part seeks to demonstrate that afterwards, 1808-30, he gradually developed away from this standpoint; and finally the third part describes Grundtvig’s real educational endeavours in the 1830’s and 40’s as a process of clarification consolidating the difference between Grundtvig and earlier and contemporary educational theory which attached special importance to the development and education of personality. In his criticism the author emphasizes the value of Bugge’s work. As we have seen it aims at giving a connected account of Grundtvig’s educational development, and its thorough treatment of Grundtvig’s early thoughts on education deserves special mention. Besides, Bugge has sought, through a comprehensive illustration of Grundtvig’s sources of inspiration and background in contemporary educational theory, to disengage him from the isolation so often surrounding his thoughts. He has also, and rightly, pointed to the difference between Grundtvig’s view and Romantic-Idealistic educational theory, but at this point the question is asked whether, in his way of presenting the problem, Bugge has got to the heart of the matter. The objections raised centre on this point in particular. Against Bugge’s chief point of view stress is laid on the connection between Grundtvig’s educational ideas and his general attitude as a critic of the age which is in opposition less to Romanticism than to the materialistic outlook of the Enlightenment. Already in the writings of the Langeland period this attitude towards the Enlightenment is there and should be considered more important than the influence from educational theory concentrating on the development of personality. The following period, 1808-30, should rather be looked upon as an elaboration of Grundtvig’s “ culture criticism” than as an increasing dissociation from the Langeland period. After the crisis of 1810-11 Grundtvig, the Christian, departs from Romantic religious idealism, but the structure of his views on education and “ Aandsudvikling” (spiritual development) is still determined by Romanticism. Christianity is now the foundation and chief expression of spiritual life, which also, however, expresses itself through poetry, “ Videnskabelighed” and national achievements. The more detailed exposition of these ideas in the Danne-Virke period is also, more or less, inspired by Romanticism. Grundtvig’s basic attitude is still that of the critic, and the chief object of attack is the materialism and “ falske Oplysning” (false enlightenment) of the age. The same is largely true of the Folk High-school writings of the 1830’s and 40’s. Here Bugge has demonstrated that Grundtvig’s ideas about school teaching develop through three phases, connected with the years 1832, 1834, and 1836 (-38), but attached little importance to the strong controversy which has left its mark on them all: in 1832 (Nordens Mythologi) against “den Romersk-Italienske Videnskabelighed” (Romano-Italian learning), where reason seeks to rule over life, i. e. the outlook of the Enlightenment which Grundtvig now traces back to the Renaissance and ancient Rome; in 1834 (esp. “Den danske Stats-Kirke upartisk betragtet” ) against the socially subversive wilfulness produced by “ Forstandstiden” (the age of reason), and in 1836-38 (the first school writings proper) also against “ den mathematiske Realskole” representing in Grundtvig’s opinion the same arid “Bogormevæsen” (book-worm attitude) as Latin education. Thus the study of Grundtvig’s polemical situation is a necessary condition of understanding the positive content of his views on school teaching, which has also received a rather summary treatment in Bugge’s thesis. But these objections do not detract from the value of the work presented. It has laid a sound foundation for all future examinations within the field.

Language or Dialect?

2020 ◽  
Author(s):  
Raf Van Rooy
Keyword(s):  
Middle Ages ◽  
Linguistic Diversity ◽  
Early Modern Period ◽  
Simple Fact ◽  
The Enlightenment ◽  
Starting Point ◽  
The Difference ◽  
Political Interpretation ◽  
Political Question ◽  
Shed Light

‘What is the difference between a language and a dialect?’ is one of the questions most frequently asked of linguists. A notorious and oft-repeated answer is ‘A language is a dialect with an army and navy’, wrongly attributed to Max Weinreich. Linguists have mostly used this witticism as a handy way to end the discussion and dismiss the distinction between language and dialect as a political question irrelevant to their discipline. This book does not attempt to answer this seemingly unsolvable puzzle either but aims to shed light on a simple fact usually overlooked by linguists and laypeople alike: the conceptual pair is not a timeless given but has a history, and a much shorter one than one might assume. It starts not in Greek antiquity, as the origin of the word dialect may suggest, but in the sixteenth century. Taking the Weinreich witticism as its starting point, this book guides the reader on the remarkable journey which the conceptual pair has made. It begins with the prehistory of the language/dialect distinction in antiquity and the Middle Ages. The core of the book surveys the emergence, establishment, and elaboration of the conceptual pair during the early modern period, from the Renaissance to the Enlightenment, when linguistic diversity first became an object of intense study. Finally, the much-contested and ambiguous fate of the language / dialect distinction in modern linguistics is outlined, with special reference to the persistence of earlier ideas and the rise to prominence of the political interpretation crystallized in the Weinreich quip.

scholarly journals Perspectivism of the Renaissance Thought

2020 ◽  
pp. 8
Author(s):  
David Menčik
Keyword(s):  
Art History ◽  
Middle Age ◽  
Philosophical Anthropology ◽  
Point Of View ◽  
Content Difference ◽  
Starting Point ◽  
Original Works ◽  
The Subject ◽  
The Difference ◽  
The Universe

The starting point of the essay is clarifying the difference between the mono-perspective and multi-perspective vision of reality. Off-course the terms perspective, mono-perspective and multi-perspective are not self-explanatory and the meanings of these terms need to be formally analysed. After making the formal difference between mono-perspective thinking and multi-perspective thinking a content difference needs to be made. Namely, why is the Renaissance vision of reality multi-perspective and the Middle-Age vision of reality mono-perspective? The answer to this question needs to be given by the analysis of the original works of the Renaissance thinkers. Our undertaking will not be limited in analysing only one discourse but following the subject from a methodological point of view in a multi-perspectivism way. Therefore, three different discourses will be analysed:  The discourse of philosophical anthropology with Mirandola’s vision of man as a paradigmatic example-The discourse of philosophy of nature, with Bruno’s vision of the universe as a paradigmatic example-The discourse of art history in which four paintings will be analysed: these paintings can be considered of having philosophical, value because they provide a picturesque representation of what the Renaissance “world” was really like.

scholarly journals The axiological diversity of the European far right in the first half of the 20th century

2019 ◽  
Vol 9 (1) ◽  
pp. 191-205
Author(s):  
Marcin Pisarski
Keyword(s):  
Political Institutions ◽  
Point Of View ◽  
Political Movements ◽  
Spiritual Values ◽  
Real Form ◽  
Far Right ◽  
The Past ◽  
The Enlightenment ◽  
The Subject ◽  
The Difference

AbstractThe subject of the article is the issue of axiological diversity of political movements of the far right, understood on the basis of metapolitics, i.e. religious, philosophical or civilizational values. The far right considered on this ground allows us to define the so-called ideological core, i.e. the characteristics of this political trend. The fundamental features of the far right in this approach are the primacy of spiritual values over material ones and radical social and political anti-egalitarianism, expressed in opposition to subsequent ideologies referring to the egalitarian ideals of the Enlightenment. The opposition to modernity, in its real form, was common to all the factions of the far right. The difference is visible, however, between the supporters of the restoration of old socio-political institutions and those who, under the influence of nihilism, rejected the possibility of returning to the past institutions, postulating the creation of new forms expressing the eternal traditional principles. From this point of view, it is possible to indicate the fundamental paths of development of the far right, which began in the first half of the 20th century, yet still retain their cognitive value in relation to the contemporary movements of this trend.

The Hérelle phenomenon, its nature and significance from the point of view of biologists and clinicians

1923 ◽  
Vol 19 (5) ◽  
pp. 85-103
Author(s):  
M. P. Tushnov
Keyword(s):  
Point Of View ◽  
Starting Point ◽  
The Creation ◽  
In The Beginning ◽  
Scientific Hypotheses

From individual facts through their generalization scientific hypotheses and theories are created, which in turn are the basis for new conquests of science. Therefore, it is not surprising that often a suddenly discovered fact produces a whole revolution in our views. Often such a fact, which in the beginning does not fit in our ideas, later serves as a starting point for the creation of a new theory. So it was with discoveries of phagocytosis, gemolysis, bacteriolysis, Kraus' precipitations, agglutination, anaphylaxis, etc. Apparently, the so-called "dʹHerelle phenomenon" has the same place nowadays.

scholarly journals Knowledge, ignorance and faulty knowledge in school

2007 ◽  
Vol 39 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Zoran Avramovic
Keyword(s):  
Scientific Knowledge ◽  
Real Life ◽  
School Education ◽  
Point Of View ◽  
School Knowledge ◽  
The Third ◽  
Types Of Knowledge ◽  
Starting Point ◽  
The Difference ◽  
Elastic Form

The paper discusses the issue of school knowledge from the point of view of scientific knowledge, ignorance and faulty knowledge. The starting point is that neither school nor curricula pay attention to what knowledge is, what types of knowledge there are, and what kind of relationship exists between knowledge, ignorance and faulty knowledge. The first part offers an answer to the question what knowledge is. In the second part presented are some theoretical viewpoints on knowledge: gnoseological, sociological and psychological. The third part deals with the notions of ignorance and "faulty" knowledge. Pointed out are some forms of mystical ignorance. The forms of faulty knowledge are: erroneous notions, prejudices, illusions. In the final part, the author considers their relationship in school education. The starting point is that ignorance is a predecessor of any knowledge. The difference between knowledge, ignorance and faulty knowledge exists in every system of school education, but differs in extent and mode when it comes to nature, society, man and art. The author maintains that school should not be defined as an absolute carrier of knowledge, or the system of foolproof knowledge that the student should acquire uncritically. Instead of absolute confidence in scientific knowledge, the paper concludes with suggesting the option of an "elastic form" of school knowledge. This is a type of knowledge which, in its programme, counts on both ignorance and faulty knowledge and their differing roles in studying and real life of students.

Pleasure as a Sign of Efficacy of Mental Activity

1997 ◽  
Vol 2 (3) ◽  
pp. 226-234 ◽  
Author(s):  
Michel Cabanac ◽  
Chantal Pouliot ◽  
James Everett
Keyword(s):  
Evolutionary Psychology ◽  
Magnitude Estimation ◽  
Mental Activity ◽  
Point Of View ◽  
Macintosh Computer ◽  
Science Students ◽  
Cognitive Efficiency ◽  
Sensory Pleasure ◽  
The Difference ◽  
Mental Tasks

Previous work has shown that sensory pleasure is both the motor and the sign of optimal behaviors aimed at physiological ends. From an evolutionary psychology point of view it may be postulated that mental pleasure evolved from sensory pleasure. Accordingly, the present work tested empirically the hypothesis that pleasure signals efficacious mental activity. In Experiment 1, ten subjects played video-golf on a Macintosh computer. After each hole they were invited to rate their pleasure or displeasure on a magnitude estimation scale. Their ratings of pleasure correlated negatively with the difference par minus performance, i.e., the better the performance the greater the pleasure reported. In Experiments 2 and 3, the pleasure of reading poems was correlated with comprehension, both rated by two groups of subjects, science students and arts students. In the majority of science students pleasure was significantly correlated with comprehension. Only one arts student showed this relationship; this result suggests that the proposed relationship between pleasure and cognitive efficiency is not tautological. Globally, the results support the hypothesis that pleasure is aroused by the same mechanisms, and follows the same laws, in physiological and cognitive mental tasks and also leads to the optimization of performance.

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