Our Liberation and the Liberation of Our Images: Friedrich Schiller and the Politics of the Image

In this paper, I will compare the aesthetic philosophies put forward in Friedrich Schiller’s On the Aesthetic Education of Man and Plato\u27s Republic. Using Schiller\u27s more robust aesthetic philosophy and its political import, I will argue that the government of Plato\u27s Republic would not create freedom for its citizens. Then, I will carry Schiller\u27s aesthetics and politics forward to argue, using Freud and a number of thinkers who champion Freud’s work, that economic interests can also limit the freedoms of a nation\u27s citizens. Finally, I will argue that Schiller\u27s aesthetic philosophy can deliver a political freedom free from the state control depicted in Republic and the economic control of modern consumer culture

Використання технологій естетичного виховання учнів у навчально-виховному процесі сучасної школи

У статті розглядаються питання використання технологій естетичноговиховання учнів, аналізується їх вплив на формування особистості школярів,розкриваються теоретичні шляхи естетичного виховання підростаючого покоління, втілення їх у практичну роботу середньої загальноосвітньої школи.This article discusses the issues about using of pupils aesthetic education technologies and their influence at pupils personality formation, exposes theoretical ways of aesthetic education of rising generation and some technologies development tendencies of pupils aesthetic education and determines some prospects of further investigations and aesthetic education technologies introduction in practical robot secondary school

Minding the aesthetic: The place of the literary in education and research.

The article discusses the significance of aesthetic as a mode of cognition and means of social cohesion. It notes the relation of aesthetic knowledge with the perception or intuition, the emergence of such awareness into something durable and the response to the embodiment. It describes the evolution of aesthetic delight in the human species, the sense of sense of beauty arising on one's realization of the formal qualities of something, through the poem presented by the author on achievement

Body, Sensuousness, Eros and the New Aesthetic Order from Schiller to Rushdie

In the present article, I look into the culture-building power of Eros from Schiller’s ideas of “the aesthetic state of mind” in Letters on the Aesthetic Education of Man, through the Pre-Raphaelites’ eroticism to the nineteenthcentury fin de siècle aestheticized homoeroticism and beyond. I argue that eroticism is a reaction to the increasing sense of alienation brought about by bourgeois modernity. The “moments” and texts used to illustrate the thesis that eroticism shaped an alternative order are far from exhausting a very large list which could add nuances to the argument. The body is one of the essential aspects tackled, since eroticism cannot be conceived in its absence. The body may be an object of desire around which imagination weaves its yarn, or a blank page to be inscribed, or a danger zone, or a hypertrophied space projected by the lover’s longing for fusion. Eroticism in Salman Rushdie’s novels is the focus of my approach after a survey of some landmarks of erotic imagination. I argue that his novels are a new stage of the imagination infused by Eros. The article probes into how two centuries of aesthetic modernity have been shaped by the reality principle proposed by Schiller and how that essentially erotic model has suffered changes in time

Rancière and the poetics of the social sciences

This article reviews the significance of Jacques Rancière’s work for methodological debates in the social sciences, and education specifically. It explores the implications of framing methodology as an aesthetic endeavour, rather than as the applied technique of research. What is at stake in this distinction is the means by which research intervenes in social order and how it assumes political significance, with Rancière arguing against a notion of science as the other of ideology. Rancière’s argument for a democratic research practice organised around a ‘method of equality’ is situated in relation to openly ideological’ feminist ethnography. The implications of Rancière’s work for investigating affect in academic discourse and subjectification in education are reviewed in the conclusion

Homiletical Aesthetics: A Paradigmatic Proposal for a Holistic Experience of Preaching

The article is a proposal for a paradigmatic change in homiletical pedagogy. In North America today, most homiletical training at the seminary or divinity school is either text-driven or know-how-driven (or, at times, topic-driven). Thus, the homiletical training focuses on (1) how to exposit a text for a key topic, (2) how to structure a sermon, (3) how to deliver a message, and (4) how to analyze the text-driven sermon. While admitting the usefulness of this current textual or know-how pedagogy, the article suggests the addition of a holistic-aesthetic component of preaching, which I will later call numen-participatory education or a numinous pedagogy of preaching. This proposed pedagogical paradigm has two great advantages that the ecclesial situation today demands: (1) the spiritual formation of the preacher and (2) the holistic-aesthetic and multisensory exposition and experience of the text both by the preacher and the audience

Crossovers: Digitalization and literature in foreign language education

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom

Aesthetic Response

'Aesthetic response' is one of a constellation of related terms and concepts (e.g., aesthetic experience. aesthetic judgement. aesthetic choice, affective response, musical appreciation, musical preference, musical taste) that have been employed in music education research, theory. and practice when attempting to describe and/or define the nature of music knowing, experience, and judgement. As such the concept of aesthetic response is deeply problematic, an 'essentially contested concept' (Gallie, 1964; Bar rett, 2002), To separate the terms, the 'aesthetic' stems from a philosophical tradition establish ed in th e eigh te ent h century, which drew on the legacy of the Ancient Greeks in an attempt to determine the nature. meaning and value of the arts and sensory experience to human existence. The latter term 'response' implies the end-point of some form of interaction; one that could be the result of precipitate stimulation, behaviourist training. or, considered reflection. While originally located in the realm of philosophy, when wedded to 'response', and placed in the context of music education, 'aesthetic response' has also been the object of study within psychology and sociology