The Difference Aesthetics Makes

In The Difference Aesthetics Makes cultural critic Kandice Chuh asks what the humanities might be and do if organized around what she calls “illiberal humanism” instead of around the Western European tradition of liberal humanism that undergirds the humanities in their received form. Recognizing that the liberal humanities contribute to the reproduction of the subjugation that accompanies liberalism's definition of the human, Chuh argues that instead of defending the humanities, as has been widely called for in recent years, we should radically remake them. Chuh proposes that the work of artists and writers like Lan Samantha Chang, Carrie Mae Weems, Langston Hughes, Leslie Marmon Silko, Allan deSouza, Monique Truong, and others brings to bear ways of being and knowing that delegitimize liberal humanism in favor of more robust, capacious, and worldly senses of the human and the humanities. Chuh presents the aesthetics of illiberal humanism as vital to the creation of sensibilities and worlds capable of making life and lives flourish.

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

This book examines aesthetic issues based on humanities principles and creates a theory of Chinese aesthetics from a global perspective by applying China’s traditional and cultural history to a Western theoretical framework. In particular, this book emphasizes the shared features of Confucianism, Daoism, and Buddhism, namely the unity of heaven and men, unity of nature and society, and the materialization of human feelings and humanization of material things. It also highlights the dominant role of humans in the aesthetic relationship between human and object, while placing imagery in a focal position.

The third edition of the acclaimed Routledge Companion to Aesthetics contains over sixty chapters written by leading international scholars covering all aspects of aesthetics. This companion opens with an historical overview of aesthetics including entries on Plato, Aristotle, Kant, Nietzsche, Heidegger, Adorno, Benjamin, Foucault, Goodman, and Wollheim. The second part covers the central concepts and theories of aesthetics, including the definitions of art, taste, the value of art, beauty, imagination, fiction, narrative, metaphor and pictorial representation. Part three is devoted to issues and challenges in aesthetics, including art and ethics, art and religion, creativity, environmental aesthetics and feminist aesthetics. The final part addresses the individual arts, including music, photography, film, videogames, literature, theater, dance, architecture and design. With ten new entries, and revisions and updated suggestions for further reading throughout, The Routledge Companion to Aesthetics is essential for anyone interested in aesthetics, art, literature, and visual studies.

As with previous editions, the new Aesthetics: A Reader in Philosophy of the Arts uses classic and contemporary readings of leading philosophers of the arts. This Third Edition includes more than a dozen new essays either written or adapted especially for this volume. Containing more than 90 essays in total, the new edition offers generous choices for class readings, thus minimizing supplementary material needed for required assignments and independent research. In keeping with earlier editions, the Third Edition is a large collection of essays, most comparatively brief and organized first by groupings of art forms and then by general essays about the arts. It attempts to keep pace with theorizing about those art forms not traditionally covered in most books on aesthetics, like the jazz, rock, comics, video games, and even the aesthetics of junkyards. There is, then, an emphasis on the popular and mass arts and everyday aesthetics, as well as on time-honored problems in philosophy of the arts. This edition, which contains contributions by both analytic and continental philosophers, expands upon offerings in non-Western art and aesthetics. Finally, although intended to keep pace with topics and issues currently debated, instructors and students will find, in a special section, key classic texts.

The Blackwell Guide to Aesthetics is the most authoritativesurvey of the central issues in contemporary aesthetics available.The volume features eighteen newly commissioned papers on theevaluation of art, the interpretation of art, and many other formsof art such as literature, movies, and music. Provides a guide to the central traditional and cutting edgeissues in aesthetics today. Written by a distinguished cast of contributors, includingPeter Kivy, George Dickie, Noël Carroll, Paul Guyer, TedCohen, Marcia Eaton, Joseph Margolis, Berys Gaut, NicholasWolterstrorff, Susan Feagin, Peter Lamarque, Stein Olsen, FrancisSparshott, Alan Goldman, Jenefer Robinson, Mary Mothersill, DonaldCrawford, Philip Alperson, Laurent Stern and Amie Thomasson. Functions as the ideal text for undergraduate and graduatecourses in aesthetics, art theory, and philosophy of art.

This 2001 study addresses the problems of perception and representation that occupied modernist writers such as James, Conrad and Woolf.

In Terracene Salar Mameni historicizes the popularization of the scientific notion of the Anthropocene alongside the emergence of the global war on terror. Mameni theorizes the Terracene as an epoch marked by a convergence of racialized militarism and environmental destruction. Both the Anthropocene and the war on terror centered the antagonist figures of the Anthropos and the terrorist as responsible for epochal changes in the new geological and geopolitical world orders. In response, Mameni shows how the Terracene requires radically new engagements with terra (the earth), whose intelligence resides in matters such as oil and phenomena like earthquakes and fires. Drawing on the work of artists whose practices interrogate histories of settler-colonial and imperial interests in land and resources in Iran, Iraq, Yemen, Kuwait, Syria, Palestine, and other regions most affected by the war on terror, Mameni offers speculative paths into the aesthetics of the Terracene.