Results for 'Arts'

337 found
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  1. Embodying Martial Arts for Mental Health: Cultivating Psychological Wellbeing with Martial Arts Practice.Adam M. Croom - 2014 - Archives of Budo Science of Martial Arts and Extreme Sports 10:59-70.
    The question of what constitutes and facilitates mental health or psychological well-being has remained of great interest to martial artists and philosophers alike, and still endures to this day. Although important questions about well-being remain, it has recently been argued in the literature that a paradigmatic or prototypical case of human psychological well-being would characteristically consist of positive emotion, engagement, relationships, meaning, and accomplishment. Other scholarship has also recently suggested that martial arts practice may positively promote psychological well-being, although (...)
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  2. Epistemic Viciousness in the Martial Arts.Gillian Russell - 2010 - In Graham Priest & Damon Young (eds.), Martial Arts and Philosophy. Chicago and Lasalle, Illinois: Open Court. pp. 129-144.
    When I was eleven, my form teacher, Mr Howard, showed some of my class how to punch. We were waiting for the rest of the class to finish changing after gym, and he took a stance that I would now call shizentai yoi and snapped his right fist forward into a head-level straight punch, pulling his left back to his side at the same time. Then he punched with his left, pulling back on his right. We all lined up in (...)
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  3. The Psychology of Faculty Demoralization in the Liberal Arts: Burnout, Acedia, and the Disintegration of Idealism.Steven James Bartlett - 1994 - New Ideas in Psychology 12 (3):277-289.
    A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.
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  4.  95
    The Loss of Permanent Realities: Demoralization of University Faculty in the Liberal Arts.Steven James Bartlett - 1994 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 27 (1):25-39.
    This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on work, money, (...)
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  5.  62
    Toward A Deweyan Theory of Ethical and Aesthetic Performing Arts Practice.Aili Bresnahan - 2014 - Journal of Aesthetics and Phenomenology 1 (2):133-148.
    This paper formulates a Deweyan theory of performing arts practice that relies for its support on two main things: The unity Dewey ascribed to all intelligent practices (including artistic practice) and The observation that many aspects of the work of performing artists of Dewey’s time include features (“dramatic rehearsal,” action, interaction and habit development) that are part of Dewey’s characterization of the moral life. This does not deny the deep import that Dewey ascribed to aesthetic experience (both in art (...)
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  6.  43
    The Arts and the Radical Enlightenment.Arran Gare - 2007/2008 - The Structurist 47:20-27.
    The arts have been almost completely marginalized - at a time when, arguably, they are more important than ever. Whether we understand by “the arts” painting, sculpture and architecture, or more broadly, the whole aesthetic realm and the arts faculties of universities concerned with this realm, over the last half century these fields have lost their cognitive status. This does not mean that there are not people involved in the arts, but they do not have the (...)
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  7. Enriching Arts Education Through Aesthetics. Experiential Arts Integration Activities for Early Primary Education.Marina Sotiropoulou-Zormpala & Alexandra Mouriki - 2019 - London, UK: Routledge.
    Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. -/- The book explores how the core ideas of four main aesthetic approaches – the representationalist, the expressionist, the formalist, and (...)
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  8. The Arts of Action.C. Thi Nguyen - 2020 - Philosophers' Imprint 20 (14):1-27.
    The theory and culture of the arts has largely focused on the arts of objects, and neglected the arts of action – the “process arts”. In the process arts, artists create artifacts to engender activity in their audience, for the sake of the audience’s aesthetic appreciation of their own activity. This includes appreciating their own deliberations, choices, reactions, and movements. The process arts include games, urban planning, improvised social dance, cooking, and social food rituals. (...)
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  9. Reprobation as Shared Inquiry: Teaching the Liberal Arts in Prison.Joshua A. Miller & Daniel Harold Levine - 2015 - Radical Philosophy Review 18 (2):287-308.
    Respect for victims requires that we have social systems for punishing and condemning (reproving) serious crimes. But, the conditions of social marginalization and political subordination of the communities from which an overwhelming number of prisoners in the United States come place serious barriers in the face of effective reprobation. Mass incarceration makes this problem worse by disrupting and disrespecting entire communities. While humanities education in the prisons is far from a total solution, it is one way to make reprobation meaningful, (...)
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  10. Martial Arts and Moral Life.Burrow Sylvia - 2014 - In Graham Priest Priest & Damon Young Young (eds.), Martial Arts and Philosophy: Engagement. London, UK: Routledge.
    A key point of feminist moral philosophy is that social and political conditions continue to work against women’s ability to flourish as moral agents. By pointing to how violence against women undermines both autonomy and integrity I uncover a significant means through which women are undermined in society. My focus is on violence against women as a pervasive, inescapable social condition that women can counter through self-defence training.
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  11. Cognitivism and the Arts.John Gibson - 2008 - Philosophy Compass 3 (4):573-589.
    Cognitivism in respect to the arts refers to a constellation of positions that share in common the idea that artworks often bear, in addition to aesthetic value, a significant kind of cognitive value. In this paper I concentrate on three things: (i) the challenge of understanding exactly what one must do if one wishes to defend a cognitivist view of the arts; (ii) common anti-cognitivist arguments; and (iii) promising recent attempts to defend cognitivism.
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  12.  85
    Plato on the Unity of the Political Arts (Statesman 258d-259d).Eric Brown - forthcoming - Oxford Studies in Ancient Philosophy.
    Plato argues that four political arts—politics, kingship, slaveholding, and household-management—are the same. His argument, which prompted Aristotle’s reply in Politics I, has been universally panned. The problem is that the argument clearly identifies household-management with slaveholding, and household-management with politics, but does not fully identify kingship with any of the others. I consider and reject three ways of saving the argument, and argue for a fourth. On my view, Plato assumes that politics is identical with kingship, just as he (...)
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  13. Improvisation in the Arts.Aili Bresnahan - 2015 - Philosophy Compass 10 (9):573-582.
    This article focuses primarily on improvisation in the arts as discussed in philosophical aesthetics, supplemented with accounts of improvisational practice by arts theorists and educators. It begins with an overview of the term improvisation, first as it is used in general and then as it is used to describe particular products and practices in the individual arts. From here, questions and challenges that improvisation raises for the traditional work-of-art concept, the type-token distinction, and the appreciation and evaluation (...)
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  14. Leo Tolstoy’s tragic death and his impacts on Max Weber and György Lukács: On autonomy of arts and science/ O tema da morte trágica de Liev Tolstói e set impacto em Max Weber e György Lukács: Sobre a autonomia nas ciências e na arte.Luis F. Roselino - 2014 - Revista História E Cultura 3 (1):150-171.
    The tragic death in Tolstoy's writings has helped both Max Weber and György Lukács in characterizing the modern pathos as a tragic contemplation of the emptiness of life. Through Tolstoy's readings, Weber and Lukács found an interesting source of denying arts and modern sciences autonomy, considering, from the aesthetics sphere, the meaningless of this new immanent reality. Both has assumed Tolstoy main theme from the same perspective, contrasting ancient and modern worldviews. Max Weber presented this theme in his disenchantment (...)
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  15. Why We Need the Arts: John Macmurray on Education and the Emotions.Esther McIntosh - 2015 - Educational Philosophy and Theory 47 (1):47-60.
    This article argues that Macmurray’s work on education is deserving of serious consideration, because it offers an account of the person that highlights the significance of the emotions and the arts. In particular, the article examines and teases out the areas of Macmurray’s concept of the person that are pertinent to the philosophy of education, which includes the contention that the emotions can and should be educated. Furthermore, on the basis of Macmurray’s work, this article argues that emotional competency (...)
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  16. Review of Jennifer Lena's "Entitled: Discriminating Tastes and the Expansion of the Arts". [REVIEW]C. Thi Nguyen - 2020 - Journal of Aesthetics and Art Criticism 78 (2):257-261.
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  17. Lynton Crosby and the Dark Arts of Democracy.Joe Saunders - 2019 - In Joe Saunders & Carl Fox (eds.), Media Ethics, Free Speech and the Requirements of Democracy. Routledge.
    This paper explores the political campaigning strategies of Lynton Crosby, and argues that they pose a threat to democracy. In doing so, I looks to shed light on Crosby’s tactics, but also to elucidate exactly what is anti-democratic about them. I argue that there are two worrying aspects to this. The first involves Crosby’s lack of respect for voters’ beliefs, interests and values, whereas the second concerns his propensity for avoiding debate.
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  18.  29
    Dewey on Arts, Sciences and Greek Philosophy.Matthew Crippen - 2016 - In András Benedek & Agnes Veszelszki (eds.), Visual Learning: Time - Truth - Tradition. New York: Peter Lang.
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  19. Iconology and Formal Aesthetics: A New Harmony. A Contribution to the Current Debate in Art Theory and Philosophy of Arts on the (Picture-)Action-Theories of Susanne K. Langer and John M. Krois.Sauer Martina - 2016 - Sztuka I Filozofia (Art and Philosophy), Warschau 48:12-29.
    Since the beginning of the 20th Century to the present day, it has rarely been doubted that whenever formal aesthetic methods meet their iconological counterparts, the two approaches appear to be mutually exclusive. In reality, though, an ahistorical concept is challenging a historical analysis of art. It is especially Susanne K. Langer´s long-overlooked system of analogies between perceptions of the world and of artistic creations that are dependent on feelings which today allows a rapprochement of these positions. Krois’s insistence on (...)
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  20. Four Approaches to Emotion in Japanese Visual Arts.Mara Miller - 2004 - In Paolo Santangelo (ed.), Emotion in Asia. Universita degli Studi di Napoli "L'Orientale.
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  21.  85
    Dire et vouloir dire dans les arts du langage anciens et tardo-antiques. Introduction.Leone Gazziero - 2019 - Methodos 1 (19):1-8.
    « Qu’est-ce que le langage et à quoi sert-il ? » -/- « Qu’est-ce qu’un signe linguistique et en quoi consiste sa signification ? » -/- « Quels sont les effets que les expressions linguistiques produisent, les contraintes qu’il faut respecter et les précautions qu’il convient de prendre lorsqu’on les utilise ? » -/- Ce complexe de questions, dont on peut retracer l’origine dans un certain nombre de textes de l’Antiquité, oriente depuis les enjeux fondamentaux de la réflexion sur la (...)
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  22.  36
    Emergent Aesthetics-Aesthetic Issues in Computer Arts.Mihai Nadin - 1989 - Leonardo 2.
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  23.  66
    The Ki to Strength in the Martial Arts.Allan Bäck - 2010 - In M. Holowchak & Terry Todd (eds.), Philosophical Reflections on Physical Strength. Lewiston, NY: Mellen Press. pp. 91-114.
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  24.  32
    Science Studies in a Liberal Arts Curriculum.Sean F. Johnston & Mhairi Harvey - 2005 - In Carol Hill & Sean F. Johnston (eds.), Below the Belt: The Founding of a Higher Education Institution. Dumfries, UK: pp. 73-86.
    On the differing practices and assumptions in the academic specialisms of environmental studies and STS.
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  25.  96
    Reflections on the Presence of Play in University Arts and Athletics.Aaron Harper - 2016 - Reason Papers 38 (1):38-50.
    Recent work has explored the extent to which intercollegiate athletics even belong at the university or meet the university’s mission. Just as play seems evident in athletics, it is also present in music, art, and theater. While these programs are popular targets when discussing possible cuts, few question their legitimacy at the university. In this article I argue that the justification for retaining the extracurricular status of intercollegiate sports should be based on their being especially playful. Indeed, on the basis (...)
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  26.  72
    Comment on Richard Rubin’s “Santayana and the Arts” and Richard Rubin’s Reply.Martin Coleman & Richard M. Rubin - 2016 - Overheard in Seville 34 (34):59-61.
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  27.  30
    "Michelangelo's Pieta," Christianity and the Arts.Don Michael Hudson - 2001 - America's Guide to Christian Expresssion 8 (4):24.
    It was the summer of 1984, the American dollar was strong, and this was my first venture to Europe. I found her and didn't even know I was searching for her. Mysteriously she crossed my path one day in Rome. I should confess though- at this point in my life, I am an uneasy Protestant.
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  28.  31
    John Buridan: Portrait of a Fourteenth-Century Arts Master (Review).Joshua P. Hochschild - 2004 - Journal of the History of Philosophy 42 (2):219-220.
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  29. Rhythm and Refrain: In Between Philosophy and Arts (2016).Jurate Baranova (ed.) - 2016 - Vilnius: Lithuanian University of educational sciences.
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  30.  17
    The Self at Liberty: Political Argument and the Arts of a Government.Duncan Ivison - 1997 - Ithaca, NY, USA: Cornell University Press.
    The central task of this book is to map a subtle but significant addition to the political discourse on liberty since the early modern period; a gradual shift of focus form the individual secure in spheres of non-interference, or acting in accordance with authentic desires and beliefs, to the actions of a self at liberty. Being free stands opposed, classically, to being in someone else’s power, being subject to the will of another – in particular, to being constrained by the (...)
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  31.  44
    Evolutionary And Neurocognitive Approaches to Aesthetics, Creativity And the Arts.Paul Locher - 2007 - Baywood Publishing Company.
    In this book, well-known scholars describe new and exciting approaches to aesthetics, creativity, and psychology of the arts, approaching these topics from a point of view that is biological or related to biology and answering new questions with new methods and theories. All known societies produce and enjoy arts such as literature, music, and visual decoration or depiction. Judging from prehistoric archaeological evidence, this arose very early in human development. Furthermore, Darwin was explicit in attributing aesthetic sensitivity to (...)
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  32. Is Proprioceptive Art Possible?Markus Schrenk - 2014 - In Graham George Priest & Damon Young (eds.), Philosophy and the Martial Arts. New York: Routledge. pp. 101-116.
    I argue for the possibility of a proprioceptive art in addition to, for example, visual or auditory arts, where aspects of some martial arts will serve as examples of that art form. My argument is inspired by a thought of Ted Shawn’s, one of the pioneers of American modern dance: "Dance is the only art wherein we ourselves are the stuff in which it is made.” In a first step, I point out that in some practices of martial (...)
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  33.  45
    San Alberto Magno y las bellas artes.David Torrijos-Castrillejo - 2020 - de Medio Aevo 14:117-129.
    This article aims to address the widespread thesis according to which medieval scholastics would not handle the idea of fine art. Based on a suggestion by Anzulewicz, the author shows how Albert the Great did understand the peculiarity of fine arts and put them in close relationship with liberal arts. There are fine arts, such as music, which are sought after for their own sake and can, therefore, be considered as fully liberal. In contrast to them, there (...)
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  34. Uselesness: A Panegyric.David C. K. Curry - 2013 - The Good Society 22 (2).
    A defense of the value of studying what Aristotle, in the Politics, refers to as useless things, and thereby a defense of the 'uselessness' of the study of the liberal arts.
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  35.  33
    Curating Interdisciplinarity in Literature-Art: A Review of Mukhaputa.Srajana Kaikini - 2018 - Rupkatha Journal On Interdisciplinary Studies in Humanities 10 (2):251 - 259.
    This is a philosophical review of the exhibition dedicated to Literature – Art titled Mukhaputa (Cover page) held on occasion of the Manipal International Literature and Arts Platform 2017 in Manipal, India. The curatorial strategy of the exhibition explores the intersectional relationships between literature and visual arts at large. The context of this critical review is the recent past of modern literature journals in print that encouraged artists and illustrators to converse with literature and in turn poets and (...)
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  36. A Theater of Ideas: Performance and Performativity in Kierkegaard’s Repetition.Martijn Boven - 2018 - In Eric Jozef Ziolkowski (ed.), Kierkegaard, Literature, and the Arts. Evanston, IL, USA: pp. 115-130.
    In this essay, I argue that Søren Kierkegaard’s oeuvre can be seen as a theater of ideas. This argument is developed in three steps. First, I will briefly introduce a theoretical framework for addressing the theatrical dimension of Kierkegaard’s works. This framework is based on a distinction between“performative writing strategies” and “categories of performativity.” As a second step, I will focus on Repetition: A Venture in Experimenting Psychology, by Constantin Constantius, one of the best examples of Kierkegaard’s innovative way of (...)
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  37. Bleeding Words: Louise Bourgeois' and José Leonilson's Love Images.Beck Ana Lucia & Berwanger Maria - 2016 - PKn Comparative Literature 39 (JUNE 2016):141-161.
    As one tries to grasp love and its images within José Leonilson's production, a multiplicity of aspects and meanings are seen that also relate to Louise Bourgeois's oeuvre in regard to the interest in human relations. Through a comparative approach to both artists' poetics, an understanding is created that love is not a simplistic action and all the words read in or applied to their visual discourse must be considered within a wide range of love in visual and literary images. (...)
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  38.  47
    Film About Cape Town is Being Used to Raise Awareness, and to Ask Wider Questions. [REVIEW]Asma Mehan - 2019 - The Conversation (Africa).
    Academics have increasingly used video and other electronic methods to collect data and capture reflections from participants. But, until recently, it’s been less common to use film as way of disseminating the results of research. That’s beginning to change. Film can be a powerful way to share research findings with a broad audience. This is particularly true when academics are combining) the traditions of ethnography, documentary filmmaking, and storytelling. -/- Film and cinema are increasingly being used in environmental humanities to (...)
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  39. The Double Content of Art.John Dilworth - 2005 - Prometheus Books.
    The Double Content view is the first comprehensive theory of art that is able to satisfactorily explain the nature of all kinds of artworks in a unified way — whether paintings, novels, or musical and theatrical performances. The basic thesis is that all such representational artworks involve two levels or kinds of representation: a first stage in which a concrete artifact represents an artwork, and a second stage in which that artwork in turn represents its subject matter. "Dilworth applies his (...)
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  40. Why Didn’T Kant Think Highly of Music?Emine Hande Tuna - 2018 - In Violetta Waibel & Margit Ruffing (eds.), Natur und Freiheit: Akten des XII. Internationalen Kant-Kongresses. Berlin, Germany: De Gruyter. pp. 3141-3148.
    In this paper, in answering the question why Kant didn’t think very highly of music, I argue that for Kant (i) music unlike other art forms, lends itself more easily to combination judgments involving judgments of sense, which increases the propensity to make aesthetic mistakes and is ill-suited as an activity for improving one’s taste; (ii) music expresses aesthetic ideas and presents rational ideas only by taking advantage of existing associations while other art forms do so by breaking with the (...)
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  41. Barbarians at the Door: A Psychological and Historical Profile of Today's College Students.Steven James Bartlett - 1993 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 26 (1):18-40.
    A psychological and historical study of college students from the standpoint of the psychology and history of American higher education and of liberal arts values.
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  42. Aufklärung Über Fortschritt: Warum Rousseau Kein “Zurück Zur Natur” Propagiert.Michaela Rehm - 2012 - In Pascal Delhom & Alfred Hirsch (eds.), Rousseaus Ursprungserzählungen. Fink. pp. 49-66.
    The claim of this paper is to show that the “Discourse on the Arts and Sciences” does not propose a general critique of progress as such, but a critique of the idea of progress as promoted by the 18th century “philosophers”. It is argued that Rousseau is no proponent of a Counter-Enlightenment, on the contrary he aims to go further than other thinkers of his time by scrutinizing even progress itself, Enlightenment’s pet notion. In defining arts and sciences (...)
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  43.  34
    What to Study at College and Why.Jennifer K. Uleman - 2015 - LoHud Journal News (Sep 15).
    Op-ed on value of majoring in one of the traditional liberal arts.
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  44.  84
    'Art' in Nancy's 'First Philosophy': The Artwork and the Praxis of Sense Making.Alison Ross - 2008 - Research in Phenomenology 38 (1):18-40.
    For the purposes of analytical clarity it is possible to distinguish two ways in which Nancy's ontology of sense appeals to art. First, he uses 'art' as a metaphorical operator to give features to his ontology (such as surprise and wonder); second, the practice of the contemporary arts instruct the terms of his ontological project because, in his view, this practice catches up with the fragmentation of existence and thus informs ontology about the structure of existence today. These two (...)
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  45. Art, Artists and Pedagogy.C. Naughton, G. Biesta & David R. Cole (eds.) - forthcoming - London, UK: Routledge.
    This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.
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  46. Plato's Massive Open Online Cave?Mark McIntire - unknown
    Abstract: Despite stampeding popularity over the last few years since its creation, serious doubts persist about the fundamental MOOC conceptual model of Massive Open Online Courses as verifiable learning environments especially for liberal arts courses. This paper will defend the valid argument that: All MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed, are MOOCs that fail to provide verifiable learning outcomes. No MOOCs that fail to provide verifiable learning outcomes are acceptable liberal (...) courses. Therefore, no MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed are MOOCs that are acceptable liberal arts courses. This paper will focus only on the complaint that MOOCs, generally, fail to engage and educate liberal arts students with positive, measurable learning outcomes through dialogue. It will be demonstrated that the current underlying conceptual model of MOOCs is inadequate as a global replacement to the traditional liberal arts courses based on dialogue pedagogic modeled in Plato’s Allegory of the Cave. A few highly debatable recommendations will be offered for discussion. (shrink)
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  47. ANALISIS KUALITAS DESAIN SAMPUL BUKU SEKOLAH ELEKTRONIK (BSE) MATA PELAJARAN SENI BUDAYA.Mahendra Wibawa - 2014 - Dissertation, Universitas Negeri Surabaya (UNESA)
    Twenty-one units of school E-books subjecting in Arts and Culture in total has been released nationwide, which must be consented by Indonesia’s Body of National Standard of Education (Badan Standar Nasional Pendidikan) – the appointed organization to certify Indonesia’s educational features. The graphic instruments applied on cover designs, of which emphasis is merely on technical aspects, requires further examination. Such condition becomes the basis of this study in order to identify, describe and illustrate the implementation of cover designing school (...)
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  48.  41
    What is Reality? Walter Benjamin, Roland Barthes, Jacques Derrida, Judith Butler, and the Artist Karin Kneffel on the Deconstruction of the Familiar as Liberation From Determination.Martina Sauer - 2020 - Art Style, Art and Culture International Magazine, Special Issue_6, On the Postmodern Age, Ed. By Martina Sauer 6 (6):101-120.
    What is reality? It is postmodern or poststructuralist philosophers like Roland Barthes, who realized that it only seems that the media present reality in the form of facts, because they actually spread myths. Accordingly, Jacques Derrida made it clear that communication via media is not based on logic, but is characterized by a significant “différance” between a “marque” (trace) of the past and the expectations of the future. Both agreed, that the initial misunderstanding of the concept of reality must be (...)
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  49. Estado Ng Edukasyong Pansining BIswal Sa Mga Piling Pamantasan Sa PIlipinas.Joseph Reylan Viray, Jun Badie, Crislie Unabia & Lailanie Gutierrez - unknown
    Ang kolektibong sanaysay na ito ay nagtatasa sa kalagayan at estado ng edukasyong pansining biswal sa mga piling pamantasan sa Pilipinas. Sakop ng papel ang mga sumusunod na paaralan: Politeknikong Unibersidad ng Pilipinas, De La Salle-Lipa, Mindanao State UniversityIligan Institute of Technology, at Notre Dame of Marbel University. Dalawang tanong ang tinangkang sagutin ng papel: Una, ano ang estado ng edukasyong pansining biswal sa mga piling pamantasan sa Pilipinas? Pangalawa, ano-ano ang mga posibleng solusyon sa mga suliranin na nakahahadlang sa (...)
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  50. Mismeasuring Our Lives: The Case Against Usefulness, Popularity, and the Desire to Influence Others.Steven James Bartlett - 2018 - Willamette University Faculty Research Website.
    This essay revisits the topic of how we should measure the things that matter, at a time when we continue to mismeasure our lives, as we hold fast to outworn myths of usefulness, popularity, and the desire to influence others. /// Three central, unquestioned presumptions have come to govern much of contemporary society, education, and the professions. They are: the high value placed on usefulness, on the passion to achieve popularity, and on the desire to influence others. In this essay, (...)
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