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The Moral Dimension of Aesthetic Experience in the Pragmatic Pedagogy
Pelzová, Markéta ; Strouhal, Martin (advisor) ; Koťa, Jaroslav (referee)
Concept of pragmatic pedagogy is based on the education by experience, which is essential for an individual's development and for the directing of the individual's abilities. Art provides a form of specific experience based on which you can cultivate cognitive and emotional conditions of value judgments and thus contribute to the moral development of a child. The processes of experiencing, interpreting and evaluating the work of art are based on everyday experience and it relates to both the unique requirements of an individual and the conditions of a certain socio-cultural environment in which he lives.
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The aesthetic experience of ruins
Pechoušková, Klára ; Dadejík, Ondřej (advisor) ; Kaplický, Martin (referee)
Bachelor project follows the basic definition of ruins, dilapidated objects as specific object of aesthetics. Visitors are attracted by such places for many reasons and one of them is traditionally the hunt for a specific aesthetic experience. The goal of the project is to identify the quality of this experience through comparison with two basic types of aesthetic objects: artworks and natural aesthetic objects. Nature and culture are often considered two divided fields. A ruin is an object which doesn't fully belong to the area of artifacts but neither is a fully natural element. Primary literature bases on contemporary environmental aesthetics and is complemented by basic titles of so-called "aesthetics of ruins" or "aesthetics of decay". The end of the project discuss the use of the achieved findings in exploration of the aesthetic specificity of modern ruins like abandoned factories, hospitals, schools, hotels etc. Powered by TCPDF (www.tcpdf.org)
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Empathy and Art
Huleja, Jan ; Zuska, Vlastimil (advisor) ; Stejskal, Jakub (referee)
This thesis attempts to prove the historical and ideological links between the concepts of empathy and art. Ability to empathize even became the basis of a whole aesthetic school, which considered empathy for the main principle of aesthetic experience. The concept of empathy is first introduced interdisciplinary: from the perspective of phenomenological philosophy, psychology and cognitive science. Then we will focus on the origin and evolution of "classical" aesthetic theories of empathy of 19th century and early 20th century: these theories will be introduced and commented. Powered by TCPDF (www.tcpdf.org)
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The Notion of Aesthetic Experience in American Philosophy after John Dewey
Špryňarová, Denisa ; Dadejík, Ondřej (advisor) ; Kaplický, Martin (referee)
John Dewey's philosophical work was establishing a continuum between human behavior and nature. Dewey advanced the theory that everything we experience comes through interaction with our surroundings - and articulating our experience by this interaction. Dewey uses experience even in the framework of art - and he stresses the importance of combining art and esthetic experience into our everyday life. The first part of my paper is meant to explain Dewey's philosophical concepts, his view on the issues relating to the common world, his analysis of normal/everyday experience, and his analysis of what he termed esthetic experience. Part two is a comparison between Dewey's philosophy of esthetic experience and Jerome Stolnitz's, another known aesthetic philosopher, and their theories on esthetics. The basic question I seek to answer is whether, despite their differences in theories, Stolnitz was coming from a different theoretical background with different traditions and assumptions, one can still trace certain consensus and mutually shared territory in which their theories merge. And so, I attempt to answer the question, can we find characteristics of esthetic experience that would be plausible to both of them? Or is it rather that their understanding of esthetic experience was so different, that we...
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The Phenomena of Beauty in the Works of Hans Urs von Balthasar
CARASOVÁ, Adéla
Work explores the relationship between aesthetic experience of beauty and religious experience of divine revelation. It is based on the work of Hans Urs von Balthasar, his concept of beauty in the context of theological aesthetics. The whole issue is examined phenomenologically. In Balthasar´s meaning the aesthetic experience of beauty leads man for inspection being itself, which is analogous cognition of absolute Being of God. Nature beauty is similarly related to the divine glory (Herrlichkeit).
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Allen Carlson's Environmental Aesthetics and Edward Bullough's psychical Distance
KRATOCHVÍL ŠMAJCLOVÁ, Kateřina
The main theme of this bachelor thesis is introduction of enviromental aestetics by Allen Carlson and theory of psychical distance by Edward Bullough. Attention is especially payed to the methods of appreciating aesthetics obejcts and different ways of seeing aesthetic experience. Analysis is made mainly on Carlson's refusal of idea of disinterestedness and idea of concept of psychical distance and their marking as not suitable for aesthetic appreciation of the environment.
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The Perspectives of the Concept of the Aesthetic Experience in the Work of Richard Shusterman
Pejšová, Veronika ; Dadejík, Ondřej (advisor) ; Kaplický, Martin (referee)
The main theme of the thesis is the position of the concept of the aesthetic experience on the field of the contemporary esthetics. As the one of the most basic concepts of the modern-age esthetics the esthetic experience was criticized from the different views in the last half century. But at the same time in the last decades, this concept is effort to reinterpret and keep as the meaningful and functional one at the frame of discourse of the esthetic theory from few related reasons (revival of the philosophical pragmatism, re-thinking of the Kant's esthetic theory etc.). The closer topic of the thesis is the defense of the neo pragmatically oriented interpretation of the concept of the esthetic experience in the work of Richard Shusterman. The thesis should point out not only the Shusterman's arguments, which support the sustainability of the pragmatism approach of the esthetic experience's concept, but also the attitudes that prevent the sustaining of this point of view. The attention will be focused mainly on Shusterman's interpretation of Dewey's conception "The art as the experiences" and in the end on Shusterman's theme - Somaesthetics, that related with Dewey's pragmatism too. Key words: aesthetic experience, pagmatism, Richard Shusterman, somaesthetic
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Role of imagination in aesthetic appreciation of nature
Vaculová, Veronika ; Dadejík, Ondřej (advisor) ; Kaplický, Martin (referee)
The topic of this diploma thesis is the matter of the role of imagination in aesthetic appreciation of nature. Starting points of the inquiry are the concepts of Ronald W. Hepburn, Emily Brady, Marcia Muelder Eaton and others. This work tries to show, in spite of the divergencies of views that the philosophers hold, not only the differences but also similarities of their apprehensions of the role of imagination in aesthetic appreciation of nature. The aim of the thesis is among others to answer the following questions: What are the modes of imaginative activity relating to aesthetic object? What is the difference between execution of imagination in aesthetic experiencing of nature and in experiencing works of art? What is the role of exercise of imagination in developing and preserving sustainable environments? Is the cooperation of imaginative model and science- based model of aesthetic appreciation of nature possible? The first part of the work concerns the presentation of relevant approaches. The second part compares different understandings of the role of imagination in aesthetic appreciation of nature and it answers the question of how imagination relates to the discussed aesthetic object. The following parts of the work focus on answering above-mentioned questions.
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The Moral Dimension of Aesthetic Experience in the Pragmatic Pedagogy
Pelzová, Markéta ; Strouhal, Martin (advisor) ; Koťa, Jaroslav (referee)
Concept of pragmatic pedagogy is based on the education by experience, which is essential for an individual's development and for the directing of the individual's abilities. Art provides a form of specific experience based on which you can cultivate cognitive and emotional conditions of value judgments and thus contribute to the moral development of a child. The processes of experiencing, interpreting and evaluating the work of art are based on everyday experience and it relates to both the unique requirements of an individual and the conditions of a certain socio-cultural environment in which he lives.
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The aesthetic experience of garden: In between of art and nature
Veselá, Marie ; Dadejík, Ondřej (advisor) ; Kubalík, Štěpán (referee)
The thesis is dealing with the phenomena of garden in context of enviromental aesthetic. Garden is an unique space balancing in between artificial and natural and it is a diverse space full of contrasts and questions that seek answers. The aim of the thesis is not only to clarify its mixed nature but also to localize the uniqueness of an aesthetic dimension within its appreciaton. First, the fields of aesthetics in art and in nature will be defined. Second, our attention will be focused on the position of garden in between of these two fields. Special attention will be paid to the aspect of the borders, respectively ramework, whether physical or interpretative. The thesis will follow the border as a distinctive factor as well as the common element linking the garden with art and nature.
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