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Alexandra Mouriki
University of Patras
  1.  90
    Historical and Trans-Historical Time of Art.Alexandra Mouriki - 2009 - Art and Time, IV Mediterranean Congress of Aesthetics.
    The relationship between art and time is one of pre-figuration–transfiguration, a continuous exchange between the art of the present and that of the past and it is in this sense that we can understand how the works of art are have almost their entire life before them. It is in this sense also that the real meaning of metamorphosis should be understood: The works of art are not permanent acquisitions. They offer themselves the ways through which they appear in another (...)
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  2.  31
    The Cognitive Dimension of Art: Aesthetic and Educational Value.Alexandra Mouriki & Alexandra Mouriki-Zervou - 2011 - International Journal of Learning: Annual Review 18 (1):1-12.
    The question of whether art is a source of knowledge is a question of epistemic as well as of aesthetic interest which has significant pedagogical implications as well. This issue, both in its epistemic and aesthetic dimensions, is addressed here under the general perspective of the contemporary cognitivist - anti-cognitivist debate. Consequently, it is asked: a) can art be a means of knowledge and if it does, is knowledge obtained through art of the same kind with scientific knowledge? and b) (...)
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  3.  20
    What, After All, Is Art?Alexandra Mouriki, Antonis Vaos & Alexandra Mouriki-Zervou - 2010 - International Journal of the Arts in Society: Annual Review 5 (2):129-138.
    Art education literature has not given great deal of attention to that which constitutes the very content of art education, i.e. art. This reluctance to deal with art seems justified, given that there exists no overall accepted definition or interpretation of what art actually is. In this paper, we argue that, despite the difficulty, it is absolutely necessary to try to understand and reflect on the multidimensional and polyvalent phenomenon of art. We claim that without a deep understanding of the (...)
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  4.  9
    Metamorphoses of Aesthetics (Μεταμορφώσεις της αισθητικής) (in greek).Alexandra Mouriki - 2005 - Athens, Greece: Nefeli (2nd edition).
    Why does aesthetics matter in aesthetic education? What are the issues that this area of philosophy deals with, and what kind of questions does it raise in relation to art and the experience one has when s/he comes into contact with a work of art? Moreover, how can aesthetic theory provide sufficient justification for establishing aesthetic education as an autonomous and important field in education? In addressing these fundamental questions, the author: A) follows the development of aesthetics as a series (...)
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  5. 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 the postmodernist – (...)
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  6.  10
    The Re-Orientation of Aesthetics and its Significance for Aesthetic Education. In The Turn to Aesthetics: An Interdisciplinary Exchange of Ideas in Applied and Philosophical Aesthetics.Alexandra Mouriki & D. Palmer, C. And Torevell - 2008 - Liverpool, UK: Liverpool Hope University Press.
    More and more these days it is asked whether aesthetics is still possible. A question that, given the context and phrasing, seems to direct us towards its answer. Conferences and meetings, books and journal specials examine the issue of aesthetics, talk about rediscovery or return of aesthetics. Well known philosophers and aestheticians underscore the need to reconsider the foundations of aesthetics and set new directions for aesthetics today (Berleant, 2004) or attempt to expand aesthetics beyond aesthetics–like Welsch, for example who (...)
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  7. Ways of Making, Seeing and Thinking About Art: Art Expression and Art Education.Alexandra Mouriki-Zervou, Antonis Vaos & Alexandra Mouriki - 2009 - International Journal of the Arts in Society: Annual Review 4 (2):207-216.
    In this paper we argue that the arts (visual arts) constitute a kind of an expressive gesture (as conceived by the French philosopher M. Merleau-Ponty), and on the basis of this hypothesis, we shall try to show that they can fulfill the presuppositions required to be addressed in comprehensive and meaningful school programs. Our central argument is that artistic activity is an expressive activity par excellence: it is an “advent”, an original operation, i.e., which, constitutes a sign as a sign, (...)
     
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  8. Aesthetic-Based Arts Integration in Elementary Education.Marina Sotiropoulou-Zormpala & Alexandra Mouriki - 2018 - International Journal of Arts Education 13 (1):33-44.
    The purpose of this paper is to examine how different aspects of aesthetic theory can be utilized in education so as to contribute to a workable, coherent, and multifaceted arts integration approach in elementary education. The authors begin by presenting specific aspects of aesthetic theory as indicative of the basic theoretical and philosophical approaches to the phenomenon of art. They then refer to examples of activities designed on the basis of these different aesthetic aspects, and finally, they present the findings (...)
     
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  9.  8
    Postmodernism and the End of Art.Alexandra Mouriki & A. Tsimpouki, Th, Spiropoulou - 2002 - In Angeliki Spiropoulou & Theodora Tsimpouki (eds.), Culture Agonistes Debating Culture, Rereading Texts. Bern: Peter Lang. pp. 37-46.
    According to philosophers and art critics like Arthur Danto, modern art has reached a point of culmination. Being obliged to redefine itself otherwise than through the concept of representation, modern art has turned to a kind of self-interrogation and undertaken a program of revelation of its real essence. Modernist art became a kind of philosophical questioning, the answer to which brought it to fulfillment by the late 1960’s with Warhol’s duplicates. Since then, there could be nothing new in the history (...)
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