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  1. Soma, self, and society: Somaesthetics as pragmatist meliorism.Richard Shusterman - 2011 - Metaphilosophy 42 (3):314-327.
    Abstract: This article explains the pragmatist project of somaesthetics in five different ways. First, it clarifies the notion of soma as encompassing both subjective intentionality and material objectivity in the world. Second, it highlights the social dimensions of somaesthetics, building on the basic insight that the soma is always shaped by the social and physical environments in which it is nested. Third, it examines the similarities and differences between somaesthetics and the Merleau-Ponty tradition of somatic phenomenology, while answering some of (...)
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  • Lighting the Way: Contrasting Arguments for the Arts in Education.Janice Ross - 2007 - Journal of Philosophy of Education 41 (2):271-276.
    This article explores the contrasting arguments for the place of the arts in education made by the two distinguished arts educators—the American Elliot Eisner and British dance and physical education theorist Graham McFee. Both scholars begin with the premise that the arts should be central to a liberal education and then diverge. McFee argues, from his success in seeing dance as part of the National Curriculum in the UK, that a conceptually precise and closely focused philosophical rationale is critical, whereas (...)
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  • Thinking through the body, educating for the humanities: A plea for somaesthetics.Richard Shusterman - 2006 - Journal of Aesthetic Education 40 (1):1-21.
    In lieu of an abstract, here is a brief excerpt of the content:Thinking Through the Body, Educating for the Humanities:A Plea for SomaestheticsRichard Shusterman (bio)IWhat are the humanities, and how should they be cultivated? With respect to this crucial question, opinions differ as to how widely the humanities should be construed and pursued. Initially connoting the study of Greek and Roman classics, the concept now more generally covers arts and letters, history, and philosophy.1 But does it also include the social (...)
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