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  1. Japanese Aesthetics - Ch. 23.Mara Miller - 2010 - In Jay Garfield, William Edelglass & Koji Tanaka (eds.), Oxford Handbook of World Philosophy. Oxford University Press. pp. 317-333.
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  2. Review of English Gardens by David Coffin. [REVIEW]Mara Miller - 1997 - Journal of Aesthetics and Art Criticism 55 (3):333-334.
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  3. 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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  4. Terrible Knowledge And Tertiary Trauma, Part II: Suggestions for Teaching About the Atomic Bombings, with Particular Attention to Middle School.Mara Miller - 2013 - The Clearing House 86 (05):164-173.
    In a companion article, “Terrible Knowledge And Tertiary Trauma, Part I: Japanese Nuclear Trauma And Resistance To The Atomic Bomb” (this issue), I argue that we need to teach about the atomic bombings of Hiroshima and Nagasaki, even though the material is difficult emotionally as well as intellectually. Because of the nature of the information, this topic can be as difficult for graduate students (and their professors!) as for younger students. Teaching about the atomic bombings, however, demands special treatment if (...)
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  5. Genji’s Gardens: From Symbolism to Personal Expression and Emotion: Gardens and Garden Design in The Tale of Genji.Mara Miller - 2012 - In Giusi Paolo (ed.), States of Mind in Asia. Santangelo, Paolo & Giusi Tamburello. pp. 105-141.
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  6. Terrible Knowledge And Tertiary Trauma, Part I: Teaching About Japanese Nuclear Trauma And Resistance To The Atomic Bomb.Mara Miller - 2013 - The Clearing HouseHouse 86 (05):157-163.
    This article discusses twelve reasons that we must teach about the 1945 American atomic bombings of Hiroshima and Nagasaki. As with Holocaust studies, we must teach this material even though it is both emotionally and intellectually difficult—in spite of our feelings of repugnance and/or grief, and our concerns regarding students’ potential distress (“tertiary trauma”). To handle such material effectively, we should keep in mind ten objectives: 1) to expand students' knowledge about the subject along with the victims’ experience of it; (...)
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  7. Identity, Identification, and Temperament in Emblematic Portraits of in Edo Japanese Literati Artists Taiga & Gyokuran: A Philosophical and Theoretical Analysis of the Ming-Qing Legacy.Mara Miller - 2007 - MingQing Yanjiu (MingQing Studies):65-116.
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  8. Review of Denis Dutton's The Art Instinct: Beauty, Pleasure, and Human Evolution. [REVIEW]Mara Miller - 2009 - Journal of Aesthetics and Art Criticism 67 (3):333-336.
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  9. Review of The Art Instinct: Beauty, Pleasure, and Human Evolution by Dutton, Denis. [REVIEW]Mara Miller - 2009 - Journal of Aesthetics and Art Criticism 67 (3):333-336.
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