Abstract…observations of skylfull pylotts is the onlye waye to bring it in rule; for it passeth the reach of naturall philosophy. – Michael Gabriel, 1576 (Collinson, 1867, p. 30)Abstract The tension between empirical data and formal theory pervades the entire history of geomagnetism, from the Middle Ages up to the present day. This paper explores its early-modern history (1500–1800), using a hybrid approach: it applies a methodological framework used in modern geophysics to interpret early-modern developments, exploring to (...) what extent formal conjectures shaped observation and vice versa. A range of pertinent case studies supports classification of this entire period as proto-scientific, characterised by the initial formation of theories being largely disconnected from observational constraints, and their subsequent evolution being advanced primarily by their empirical falsification, and not necessarily associated with the introduction of an alternative. The few exceptional instances of purely data-driven discovery were essentially due to an improved signal-to-noise ratio. (shrink)

Richly illustrated study drawing on art, literature and science to explore Victorian attitudes towards sight.

This thesis is to make sure the art's political possibility especially in the age of the technological reproduction. Since Benjamin declared the death of the 'aura' in the modern art, the concept of the art has been criticized and changed, that of the simulacre which Plato had blamed in his 'republics' newly appeared passing through the post-modern application of Baudrillard. But the simulacre is not negative any more here, even though it was the side effect of the mimesis(the (...) poetic process, so long as it is not oblivious that simulacre is just the fake reality as Plato and Baudrillard said, it was different from the real. The artwork could not be free from the destiny of the dream, for it is available after awakening out of it. In the post-modernism the distinction between the dream and the real disappeared, which could be linked to understanding the fetishism of the technological reproduction widely spreading among the highly industrialized people. The semiology of Saussure could be borrowed to make people isolated of it awakened to the revolutionary subject. That is to say, if the simulacre is like the dreaming, to draw the social revolutionary possibility of it, they need to overcome these fetishism, that is, the learning that this dream is not the reality, and after that they can leap as another subject perceiving the power of that dream. According Freud, the dream is based on the unconscious process of the empty signs. And the teaching of 'the signs of the equivalent differences' in Saussure makes us free from the essentialism of the word(a sort of the fetishism), know that we are so much as the sign or the citizen empty in it, and so get to know that we need another signs, or neighbors even though, and for they are empty, too. The revolutionary subject is not based on the great individual subject but the empty(lost) 'us' that so need to associate each other. And the post-modern art, popular mass art can help us being social subjects. That is what Benjamin had dreamed in post-aura art through 'the artworks in the age of the technological reproduction'. (shrink)

The first sustained phenomenological approach to modern art, taking a new approach and drawing upon an unsual selection of thinkers.

In The Psychologizing of Modernity, Mark Jarzombek examines the impact of psychology on twentieth-century aesthetics. Analysing the interface between psychology, art history and avant-gardist practices, he also reflects on the longevity of the myth of aesthetic individuality as it infiltrated not only avant-garde art, but also history writing. The principal focus of this study is pre-World War II Germany, where theories of empathy and Entartung emerged; and post-war America, where artists, critics and historians gradually shifted from their reliance on psychology (...) to philosophy, and, most recently, to theory. Included are discussions of writers such as Heinrich Wölfflin, Ludwig Volkmann, John Dewey, Vincent Scully and Richard Arnheim, among others. The Psychologizing of Modernity is a broad and erudite study of the evolution of modern aesthetic thinking in the fields of art and architectural history. (shrink)

Hegel’s assertion that, for us moderns, art is a matter of the past has obscured his genuine interest in the art of his time and modern art in general. This article attempts to correct this situation. First, it contextualizes the claim in its historical and conceptual aspects; second, it returns to Hegel’s approaches to modern art, neglected hitherto by interpreters. This revision implies clarifying what for Hegel is the modern, whose concept comes from the freedom and autonomy (...) of thought, and does not conform to what, in developments of Aesthetics, after Hegel, represent tendencies and prescriptions such as the avant-garde or turns such as aesthetic modernity and postmodernity. Modern art is the product of an artist who freely disposes of the means and content of art since he places himself above them. (shrink)

Close to the beginning of Death in Venice, Thomas Mann sets up a relationship between aesthetic production and social context that bears strongly on the parameters of twentieth-century cultural life. After introducing his central figure, the fictive writer Aschenbach, Mann goes on to offer some exposition which, as always with Mann, is much more than exposition, since it draws attention to one of the central philosophical questions of the text: “It was a spring afternoon in that year of grace 19--, (...) when Europe sat upon the anxious seat beneath a menace that hung over its head for months. Aschenbach had sought the open soon after tea. (shrink)

Inspired by Farshad Zahedi’s audiovisual essay The Petrified Object and the Poetics of Time in Cinema, this article briefly presents three philosophical approaches to cinema’s ways of expressing time – as articulated by Bergson, Tarkovsky, and Deleuze – and questions how absolute time and chronological time are brought to a state of crisis by this modern form of art.

How should a post-formalist history of modern visual art be written? One unfamiliar but useful way to do that, Butterfield-Rosen argues, is by reference to evol.

The use of the term posthistory in Arnold Gehlen’s writings can be traced back to as early as the Fifties. It occurs also in his work Zeit-Bilder. Zur Soziologie und Ästhetik der modernen Malerei, where his theory of the art-historical development of pictorial rationality and his notion of ‘peinture conceptuelle’ are formulated as key tendencies of modern painting. Focusing on both Gehlen’s notion of modern art’s aesthetics and on his ‘theorem’ of posthistory, my attempt in this paper is (...) to highlight the contribution of the so-called “conservative thinker” with regard to contemporary debates in art and art history. (shrink)

Arnold Gehlen's use of the term posthistory can be traced back to his writings from the 50s. It occurs also in Zeit-Bilder. Zur Soziologie und Ästhetik der modernen Malerei, where his theory of pictorial racionality in art history is formulated and "peinture conceptuelle" as the key tendency of modern painting is appointed. Focusing on both, Gehlen's aesthetics of modern art and his theorem of posthistory, we try to remind of the conservative thinker's contribution to today's debates of art (...) and art history. (shrink)

Arnold Gehlen's use of the term posthistory can be traced back to his writings from the 50s. It occurs also in Zeit-Bilder. Zur Soziologie und Ästhetik der modernen Malerei, where his theory of pictorial racionality in art history is formulated and "peinture conceptuelle" as the key tendency of modern painting is appointed. Focusing on both, Gehlen's aesthetics of modern art and his theorem of posthistory, we try to remind of the conservative thinker's contribution to today's debates of art (...) and art history. (shrink)

Arnold Gehlen's use of the term posthistory can be traced back to his writings from the 50s. It occurs also in Zeit-Bilder. Zur Soziologie und Ästhetik der modernen Malerei, where his theory of pictorial racionality in art history is formulated and "peinture conceptuelle" as the key tendency of modern painting is appointed. Focusing on both, Gehlen's aesthetics of modern art and his theorem of posthistory, we try to remind of the conservative thinker's contribution to today's debates of art (...) and art history. (shrink)

Joseph Masheck wants to take art, historical and modern, as a field of lively interrelations, rather than just second the motion that art history should be nonlinear; and he takes the task of art criticism to be theory in practice. Thus significant new art is represented in the thirty essays in _Modernities_, besides already "classic" modern architecture, sculpture, and photography, and contemporary painting by artists. Alternating between a comprehensive sense of art history and engagement with the new and (...) unplumbed contemporary arts, he considers himself a kind of aesthetic double agent. Because Masheck is concerned with the concrete standing of artworks, he speculates on how works of art, including Marcel Duchamp's "ready-mades," relate to other things. More general themes range from the origin of the modern sense of form in prehistoric art to the historical underpinnings of expressionism and on to latter-day "graffiti" culture. (shrink)

14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307) In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a new developmental psychology. (...) On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature. Contents: Introduction by Christopher Bamford Science, Art, Religion, Morality The Principles of Greek Education Greek Education and the Middle Ages Spirit's Relationship to the Body Freeing Volition in the Human Organism Walking, Speaking, Thinking Rhythm, Sleep, Imitation Reading, Writing, Nature Study Arithmetic, Geometry, History Physics, Chemistry, Handwork, Language, Religion Memory, Temperaments, Physical Education, Art Education toward Inner Freedom The Three Eras of Human Religious Education Closing Address Index "Readers of Steiner's lectures printed here will be 'quietly astonished' and 'genuinely enthusiastic.' After an introduction, in which he speaks of reuniting science (intellectual knowledge), art, and morality once again, he turns to the principles of Greek education, in which body, soul, and spirit were still a unity. He then traces the development through the Middle Ages, during which new, evolving elements were added. In our time, he says, we must understand the concrete connection of the spirit with the human being, so that thinking, feeling, and willing can once more become alive. He relates this to the child's developmental stages, as well as the human basics such a sleeping and waking. Then he turns to the specifics of the curriculum: reading, writing, nature study, arithmetic, geometry, history physics, chemistry, crafts, language, and religion. Finally, he turns to memory, the temperaments, physical culture, art, and the actual organization of a Waldorf school--to which this volume is, all in all, one of the best introductions." --Christopher Bamford, from his introduction German source: Gegenw rtiges Geistesleben und Erziehung (GA 307). Previous English edition: Education and Modern Spiritual Life. (shrink)

The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the form of (...) questionnaire, a total of 200 students were randomly selected from Xi'an Academy of Fine Arts and Xi'an University of Science and Technology, respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant. In the 15 directions of life values, there are significant differences in five directions: spirit—material, enrichment—emptiness, enthusiasm—apathy, hope—despair, and dedication—acceptance. It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values. (shrink)

Debates over the 'end of art' have tended to obscure Hegel's work on the arts themselves. Benjamin Rutter opens this study with a defence of art's indispensability to Hegel's conception of modernity; he then seeks to reorient discussion toward the distinctive values of painting, poetry, and the novel. Working carefully through Hegel's four lecture series on aesthetics, he identifies the expressive possibilities particular to each medium. Thus, Dutch genre scenes animate the everyday with an appearance of vitality; metaphor frees language (...) from prose; and Goethe's lyrics revive the banal routines of love with imagination and wit. Rutter's important study reconstructs Hegel's view not only of modern art but of modern life and will appeal to philosophers, literary theorists, and art historians alike. (shrink)

Chapter One Introduction Serial Iteration in Modern Art This book is an analysis of the theoretical and historical relations between modern painting and seriality. While many modern artists have created and presented their works in the ...

Puritanism in modern art has resulted in a quest for meaning and reality at the expense of the spirit of creativity and spontaneity.

This is a new release of the original 1953 edition.