This article is to be a bridge between Kant’s aesthetics and contemporary art – not by being a paper on Kant and contemporary art, but rather by being on Kant and contemporaryphilosophy of art. I claim that Kant’s views on the appreciation of art can accommodate contextualism as well as ethicism. I argue that not only does contextualism fit Kant’s views on the appreciation of art; in §§51–3 of the thirdCritique, Kant’s appreciation of art is in accordance with contextualism. I (...) go on to argue that not only does ethicism fit Kant’s views on the appreciation of art; in §§51–3, Kant’s appreciation of art is in accordance with ethicism. (shrink)

The question of what art is and why certain objects and events are considered art is examined. In the light of John Searle’s Social Philosophy, a hybrid Institutionalist-Functionalist explanation of what counts as art is presented. However, Searle’s apparatus applied to the ontology of the work of art is not enough to answer the question of why art has the status it exhibits. The proposal is to trace back the ontology of art to the origins of the dichotomy between freedom (...) and necessity, and more specifically to the notion of “end in itself” presented by Kant, as the status that persons have. Ultimately, the ontology of art emerges as a projection of the status “end in itself”, of personhood, to objects and events. (shrink)

In the history of art and aesthetics, beauty in nature and beauty in art can be seen meeting in the works of Immanuel Kant. Thinkers such as Kirwan and Allison believed that Kant endorsed a predominantly nature-centered aesthetics. I dissect Kant’s The Critique of the Power of Judgment with the help of convictions by various thinkers in maintaining that Kant does not prioritize beauty in nature over art. For this, I revisit Kant’s views on beauty in art and nature, and (...) finally his views on the genius which marks the significant difference between art and nature. If we analyze and reread his views in an intellectually subtle manner, we can see that in Kant, philosophy of art and aesthetics acquire a fine balance. (shrink)

With this paper, from the perspective of ethics at the workplace, we problematize the taken-for-granted assumptions embedded in the use of artistic freedom in creative processes. Drawing on the notion of inequality regimes (e.g. Acker, 2006) and using empirical material from a performing arts organization in Sweden, we explore how the assumptions of artistic freedom facilitate and legitimize the emergence of inequality regimes in invisible and subtle manners. Our findings indicate that non-reflexive interpretations of the concept of artistic freedom result (...) in ethical dilemmas that impact the organization's pursuits of equality work. The aesthetic ethics oriented around the notion of ‘art for the sake of art’ tends to camouflage the centralization of aesthetic authority in processes where formal hierarchical structures are missing. Consequently, asymmetrical power relations between the Directors, actors, and producers are legitimized. Ethics of quality of art and that of the social ideal of equality have been constructed as dichotomic notions indicating that aesthetic ethics of art can only be preserved at the expense of social objectives of equality. We argue that the current interpretative practices of ‘artistic freedom’ in some cultural organizations add little value of ethics to the freedom of expressing artistic opinions and in achieving the social ideal of equality but lead to the emergence of inequality regimes in the artistic work processes. (shrink)

Resumen Art as Experience de J. Dewey es una obra clave para quienes se encuentran interesados en la estética. En este artículo nos proponemos mostrar que una mirada contemporánea que rescate los mejores aspectos de este libro debe, necesariamente, relacionar la estética con algunos aspectos de su pedagogía y su filosofía de la educación.Dewey’s Art as Experience is an indispensable work for people interested in aesthetics. Our purpose in this article is to show that a contemporary reading that rescues the (...) book’s best aspects must necessarily relate it to some aspects of Dewey’s pedagogy and his philosophy of education. We attempt to show this relationship in our article. (shrink)