Philosophy Commons^™

3. Sources And References For Suki, Matthew Lipman

Secondary School Curriculum

This sequential bibliography matches the 1978 edition of Suki page by page. It contains both sources—works that influenced Matthew Lipman in writing the novel, references to philosophical works he and Ann Margaret Sharp recommend to explore the novels’ philosophical themes, and brief commentary on them by Lipman.

2. Writing: How And Why (Instructional Manual To Accompany Suki, Matthew Lipman, Ann Margaret Sharp

Secondary School Curriculum

The aim of this program is to engage students in philosophical inquiry into aesthetics and related philosophical issues. The instructional manual includes short, accessible explanations of the philosophical concepts found in SUKI, the novel, as well as hundreds of exercises and discussion plans to prompt and assist the student's inquiry. As poetry is the primary aesthetic genre taken up in the novel, the explanations and activities in this manual offer numerous additional poems as objects of aesthetic inquiry. The manual also includes numerous activities that invite students to transform their thinking and dialogue into essays, poems and short stories, so …

The Humanities And Dance: The Contemporary Choreographers' Response In The Arts To Aesthetic And Moral Values, Curtis Carter

Philosophy Faculty Research and Publications

No abstract provided.

1. Suki (Novel), Matthew Lipman

Secondary School Curriculum

Suki, a young adolescent, loves poetry and its world of metaphor. Her friend Harry hates literature class and the idea of writing poetry frightens him. Their worldviews begin to converge as the two come to see logic and poetry as two ways of finding meaning in life experience, though not before they have confronted a number of problems of language, knowledge and aesthetics. As Suki, Harry and their classmates work through the obstacles they encounter in creative writing, they construct new understandings of concepts like friendship, freedom, integrity, originality, harmony, form, balance, personhood and meaning.

Intention And Interpretation In Art: A Semiotic Analysis, Gary Shapiro

Philosophy Faculty Publications

Kant was perhaps the first philosopher to note the distinctive puzzle, verging on paradox, which marks our dealings with art. Works of art seem to place us under an obligation to interpret them and yet we are convinced that our interpretations will never be exhaustive. Kant attempts to account for this peculiar phenomenon by talking of "purposiveness without purpose" or of the aesthetic idea as "a representation of the imagination to which no concept is adequate." We are constrained to see some pattern or organization in a work of art and this is typically understood as a teleological or purposive …

Xxii. Philosophical Meaning, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXII: Philosophical Meaning

As we have seen, philosophy was one of the major contributions of Greek Civilization. It was the Greeks who gave it its first major impetus as well as its name, "the love of learning." This very phrase embodies the most important aspects of their contribution to the West: the love of the best or most excellent; the search for something beyond a description of immediate experience; and the attempt to grasp, in some comprehensive fashion, both the actual and the ideal, both the given and the possible. In order to accomplish this task philosophy has, as we have seen, traditionally …

The Role Of Art In The Complete Development Of A Christian Personality, Sister Loretta Ann Mccarthy

Art & Art History ETDs

A survey of ancient literature reveals that art as an area in school life is becoming increasingly recognized as tremendously significant to a complete participation in the creative activities of life. A critical point has been reached in so far as art has begun to be recognized as an integral part of the school program rather than an educational frill offered for those students who have difficulty with the academic program or as a concession to the few talented students.

It is the purpose of this study (1) to outline briefly the theory of art education as applied to the …

Aspects Of The Moral Imagination, Vincent N. Garoffolo

Philosophy ETDs

I propose to discuss the imaginative mode of thought in terms of its two most significant aspects: first, as a vital seeking for completeness and, secondly, as providing a sense of deepened dimensions to renditions of human acts.

I shall be concerned with the imaginative mode of thought in minds directed to the expression of moral acts. This will be called "the moral imagination" and is conceived as having two major attributes: First, it dissents from views of moral acts which end in the acceptance of them as completed and reducible. Secondly, it affirms further that there is a flow, …

Ideas And Aesthetics: An Analysis Of The Concept And Presentation Of Evil In Certain Great Novels Of The Nineteenth Century, Kenneth Lash

English Language and Literature ETDs

As the title of this paper indicates, I assume the existence of an important relationship between the idea and the aesthetic expression of it. I believe that this relationship takes shape as an influence of content upon form. Certainly this is not a new hypothesis, but I have not yet seen a careful examination of it in connection with the novel. Nor is there, so far as I know, any general agreement upon the extent of this influence.

I have chosen to examine content in the light of its concept of evil. This is not a completely arbitrary choice...I found …

The Ugly In Aesthetics, Francis G. Wilson

Master's Theses

First we must admit representative ugliness tor purposes of realism, truth, and in connection with the significant the characteristic and such types. Also, we must admit distortion tor purposes of power, emotional strength, logical and organic consistency, and so forth. Possibly the ugly may be admitted to heighten beauty; and certain other forms of the ugly will be admitted artistically so long as comedy and tragedy are called art-forms.

So far, then, as beauty in the wide sense is concerned, the first category or ugliness cannot be anti-thetical to beauty because it is included in, beauty, and is a positive …